Abstract
Why should the question in my title be asked in a book concerned with assessment? Perhaps because it seems a matter of common sense that if we want to assess the mathematical knowledge of students, we need to be able to recognize that knowledge. How can we assess what we do not know? But as soon as we ask the question in its general form we notice that there has been no consensus among the mathematicians and philosophers who have tried to answer it. Common sense also dictates, then, that if we want to assess mathematical knowledge, we cannot afford to wait until the question of its global nature is settled.
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© 1993 Springer Science+Business Media Dordrecht
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Wheeler, D. (1993). Epistemological Issues and Challenges to Assessment: What is Mathematical Knowledge?. In: Niss, M. (eds) Investigations into Assessment in Mathematics Education. New ICMI Study Series, vol 2. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-1974-2_6
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DOI: https://doi.org/10.1007/978-94-017-1974-2_6
Publisher Name: Springer, Dordrecht
Print ISBN: 978-90-481-4232-3
Online ISBN: 978-94-017-1974-2
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