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Communication Dans Un Congrès Année : 2015

Linking inquiry and transmission in teaching and learning mathematics

Résumé

Different theories assume that learning mathematics should be based on constructivist methods where students inquire problem-situations and assign a facilitator role to the teacher. In a contrasting view other theories advocate for a more central role to the teacher, involving explicit transmission of knowledge and students' active reception. In this paper, we reason that mathematics learning optimization requires adopting an intermediate position between these two extremes models, in recognizing the complex dialectic between students' inquiry and teacher's transmission of mathematical knowledge. We base our position on a model with an-thropological and semiotic assumptions about the nature of mathematical objects, as well as the structure of human cognition.
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Dates et versions

hal-01289439 , version 1 (16-03-2016)

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  • HAL Id : hal-01289439 , version 1

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Juan D. Godino, Carmen Batanero, Gustavo R. Cañadas, José Miguel Contreras. Linking inquiry and transmission in teaching and learning mathematics. CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.2642-2648. ⟨hal-01289439⟩
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