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This paper argues that mathematical thinking is not thinking about the subject matter of mathematics but a style of thinking that is a function of panicular operations, processes, and dynamics recognizably mathematical. It further suggests that because mathematical thinking becomes confused with thinking about mathematics, there has been little success in separating process from content in the classroom presentation of the subject. A descriptive model of mathematical thinking is presented and then used to provide a practical response to the questions, Can mathematical thinking be taught? In what ways? The reacher is encouraged to recognize both what constitutes mathematical thinking, whether in the mathematics class or some other, and what conditions are necessary to foster it.
Leone Burton (Sun,) studied this question.