Enactive metaphoric approaches to randomness
Résumé
Our work aims at developing means to facilitating the access to stochastic thinking, especially for non-mathematically oriented learners. To this end, we draw on metaphoric and enactive approaches to the teaching and learning of randomness. More precisely, we report on a challenging didactical situation implemented in various classrooms, with students and prospective and practicing teachers, concerning problem posing and solving in the context of randomness that is approached through enactive metaphoring. The findings suggest that this sort of approach allows non-mathematically oriented learners to make sense of and abduct otherwise inaccessible mathematical notions and facts.
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CERME9.TWG05.06.papers.Diaz-RojasSoto-Andrade.pdf (151.2 Ko)
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