La relation entre modélisations mathématiques et situations d'expérience pour le savoir probabiliste : Une conception épistémologique pour l'analyse des processus d'enseignement
In teaching/learning processes, mathematical knowledge and its meaning cannot be adequately characterized as an a priori fixed and rigid structure. Understanding and personal meaning of knowledge is generated in recursive social interaction in mathematics teaching. A method for analyzing mathematics teaching is developed which tries to take into account the fact that the establishment of meaning depends on teacher-student interaction; conceptual patterns of the development of mathematical knowledge with its different levels of meaning are vizualized by means of specifically constructed graphical diagrams.
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