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Some Consequences of 'Acting as If' for Mathematics Education and Educational Research

Artigo2025

Tracy Heliwell; John Healey Mason ORCID

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Resumo

Attributed to William James, the phrase "acting as if" turns out to pervade educational practices and research, including assessment. It lies at the heart of interactions between teachers and learners and, in the presence of artificial intelligence, raises questions about how assessment is conducted. This paper explores the consequences of 'acting as if' for mathematics education and educational research.

Dados da obra

Tipo
Artigo
Periódico
Canadian Journal of Science, v. 25, n. 3-4, p. 648-659
Editora
Springer Science+Business Media
Ano
2025 (2025-11-10)
Idioma
en
Palavras-chave
Mathematics Education; Educational Research; Educational Philosophy; Educational Assessment; Educational Practices; Intention; Attention; William James; assessment; teacher-student relationship; artificial intelligence in education; epistemology of education
Temas
Avaliação
DOI
10.1007/s42330-025-00410-z
ISSN
1492-6156, 1942-4051
Licença
cc-by
Acesso
Acesso aberto
Fontes
ERIC — Education Resources Information Center; OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
HELIWELL, Tracy; MASON, John Healey. Some Consequences of 'Acting as If' for Mathematics Education and Educational Research. Canadian Journal of Science, v. 25, n. 3-4, p. 648-659, 2025. DOI: https://doi.org/10.1007/s42330-025-00410-z.

APA

Heliwell, T., & Mason, J. H. (2025). Some Consequences of 'Acting as If' for Mathematics Education and Educational Research. Canadian Journal of Science, 25(3-4), 648-659. https://doi.org/10.1007/s42330-025-00410-z

BibTeX
@article{heliwell2025,
  author = {Heliwell, Tracy and Mason, John Healey},
  title = {Some Consequences of 'Acting as If' for Mathematics Education and Educational Research},
  year = {2025},
  journal = {Canadian Journal of Science},
  volume = {25},
  number = {3-4},
  pages = {648-659},
  publisher = {Springer Science+Business Media},
  doi = {10.1007/s42330-025-00410-z},
  language = {en}
}
RIS
TY  - JOUR
AU  - Heliwell, Tracy
AU  - Mason, John Healey
TI  - Some Consequences of 'Acting as If' for Mathematics Education and Educational Research
PY  - 2025
JO  - Canadian Journal of Science
VL  - 25
IS  - 3-4
SP  - 648
EP  - 659
DO  - 10.1007/s42330-025-00410-z
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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