Response to Richard Skemp

My first 'stop' comes from the author's desire to use the French-English confusion 'history' 'histoire', introduced in the previous question, as an example. The author's example of "We expect history to be true, but not a story." came up and made me start to think long and hard about the way I used to think about historical events, perhaps more often than not I defaulted to the idea that I was listening to/reading a 'story'. Like I just saw the film Oppenheimer two days ago, and after watching the film I felt more like I was watching the 'story' of Oppenheimer's life, but at the same time it was also a history. History is usually objective and true because it is based on facts and evidence. Stories, on the other hand, may contain fictional elements to convey a message for entertainment, education, or other purposes. Films have more of a "storytelling" feel to them, which is why I'm more likely to be moved by them. With this quote, I might want to re-read some of the biographies of Oppenheimer, etc. The second stop is “Well is the enemy of better" I read this with deep agreement. When we are used to thinking in a way that we are absolutely "good enough", it is sometimes hard for adults, let alone children, to accept that you can do better, even though someone who has your best interests at heart is telling you that you can do better. So I think it's important to teach children more about that, that it's good enough, but it could be better.
The third pause was in "But what constitutes mathematics is not the subject matter, but a particular kind of knowledge about it. ” This also prompted me to think about Relational Understanding and Instrumental Understanding. Teaching Mathematics is mainly about teaching students knowledge, and some students pursue only instrumental understanding, while others pursue relational understanding, but either way of understanding is a kind of knowledge. Although I do agree that relational understanding for maths can make it easier to solve problems by understanding the deeper logic of mathematical thinking. But at least both can teach students that knowledge is something we teachers can feel good about.