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In this paper we look at some of the ingredients and processes involved in the understanding of mathematics. We analyze elements of mathematical knowledge, organize them in a coherent way and take note of certain classes of items that share noteworthy roles in understanding. We thus build a conceptual framework in which to talk about mathematical knowledge. We then use this representation to describe the acquisition of understanding. We also report on classroom experience with these ideas.
Edwina Rissland Michener (Sun,) studied this question.
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