Chapter Questions
How would you describe what it means to "do mathematics"?
What is reflective thought? Why is reflective thinking so important in the development of conceptual ideas in mathematics?
What does it mean to say that understanding exists on a continuum from relational to instrumental? Give an example of an idea, and explain how a student's understanding might fall on either end of the continuum.
Explain why a tool for a mathematical idea is not really an example of the idea. If it is not an example of the concept, what does it mean to say we "see" the concept when we look at the tool?