138
centred on what relation this had to the pupils'
knowledge .
School B 30.10.81 P12 Iii
Tutor
the value of
that was left very
uch
a problematic issue and it is for those of
us working with words very much the issue
- what kids make of it, how it becomes part
of their lives. I think Maths can sometimes
because it issues in an operation, can duck
that question of what is being made of know-
Iedgethat people are getting
outside the
scope of particular
problems .
Ml
Tutor
Is that a problem of Maths and real life
problems?
I think it's interpretability of Maths
concepts - that knowledge has to get organised
in some way ..... it’s not just being able
to solve a problem, it’s somehow beginning
to conceptualise how you think about it.
Ml
It's a philosophical thing about language
and concepts - it's interesting,
a survey of top mathematicians and
thought about mathematical problems
they did
how they
and they
all did it often in non-verbal ways - you
know, lines of force.
Hums
Isn’t it also a question of training and
how they got to be like that in the first
place.
Ml
Maths
where
and
music
are both
integrated - areas
you have prodigies who can do it
without being taught ..... so
ural for some people and not
when you’re teaching
Maths
what we want Maths for .....
why is it nat-
for others and
I think we’re
to considering
The specificity and
the concerns of the training referred to
by Hums
may at first seem obvious
relevant only to limited areas of the
curriculu
Il
But the tutor’s definition of the issues of English
teaching are both live and contested (Meek and Miller 19θi*)∙
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