| This study seeks a clearer picture of the notion of understanding mathematics by examining the uses of the verb "to understand" in everyday language. The study utilizes the works of: Jane Martin, Gilbert Ryle, Israel Scheffler, Norwood Hanson, and Jonas Soltis.;Understanding is also examined from the analogy of seeing connections and found to be the establishment of true belief as the result of one's recognition and utilization of knowledge.;An examination of some of the aspects of the school setting and curriculum that limit one's ability to understand is also provided.;The findings of the study are that the phrase X understands Y where Y is a proposition or procedure of mathematics, is actually meant to convey that X understands Y in regard to Y's uses, meanings, origins or consequences, which are subject to a theoretical, pragmatic, or historical context. |
