Read e-book online Didactics of Mathematics as a Scientific Discipline PDF

By Biehler R. (ed.), Scholz R.W. (ed.), Strasser R. (ed.)

ISBN-10: 0792312570

ISBN-13: 9780792312574

This ebook describes the cutting-edge in a brand new department of technological know-how. the elemental concept used to be to begin from a normal standpoint on didactics of arithmetic, to spot yes subdisciplines, and to signify an total constitution or "topology" of the sector of analysis of didactics of arithmetic. the quantity offers a pattern of 30 unique contributions from 10 diverse nations. The e-book could be of curiosity to all researchers within the box of didactics of arithmetic. even though, arithmetic educators who're attracted to the idea in their perform and instructor running shoes also will enjoy the survey and the various stimulations and reflections given right here. potential and practising lecturers of arithmetic will discover a number of attention-grabbing spotlights on their perform, targeting various a long time and skill levels of their scholars. as well as individuals at once engaged in arithmetic schooling, the e-book as a complete and/or person papers in it's going to be of curiosity to researchers from neighboring disciplines, resembling mathematicians, common educators, academic psychologists, and cognitive scientists.

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Artigue, M. (1993). Enseignement de l'analyse et fonctions de référence. Repères IREM 11, 115-139. Arsac, G. (1992). L'évolution d'une théorie en didactique: L'exemple de la transposition didactique. Recherches en Didactique des Mathématiques, 12(1), 33-58. Brousseau, G. (1986). Les fondements de la didactique des mathématiques. Doctoral dissertation, Université de Bordeaux I. Chevallard, Y. (1991). ). Grenoble: La Pensée Sauvage Chevallard, Y. (1992). Concepts fondamentaux de la didactique: Perspectives apportées par une perspective anthropologique.

The above description concerns only the mathematical basis of the situation. It is indispensable but notoriously inadequate if, as in the systemic perspective adopted here, one takes up one's position not only on the level of the contents but also on the level of the didactical situations through which they are staged. As far as the researcher is concerned, he or she now has to clarify how the interaction between the students and this forecasting problem will be organized in the didactical situation, the consequences that can be inferred from the anticipated behavior, and how this can be interpreted.

Recherches en Didactique des Mathématiques, 9(3), 281-308. Artigue, M. (1989b). Une recherche d'ingénierie didactique sur l'enseignement des equations différentielles. Cahiers du Séminaire de Didactique des Mathématiques et de l'Informatique de Grenoble. Ed. IMAG. , & Viennot, L. (1990). Some aspects of student's conceptions and difficulties about differentials. European Journal of Physics, 11, 262-272. , & Rogalski, M. (1990). Enseigner autrement les équations différentielles en DEUG première année.

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Didactics of Mathematics as a Scientific Discipline by Biehler R. (ed.), Scholz R.W. (ed.), Strasser R. (ed.)


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