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Communication Dans Un Congrès Année : 2019

Conceiving teaching trajectories in the form of series of problems: a step for the theoretical reconstruction of the Hungarian Guided Discovery approach

Katalin Gosztonyi
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Résumé

In this article I introduce the term “series of problems” to give an account on a phenomenon existing in Hungarian mathematics education, the conception of long teaching trajectories based on problems. I will present a long research process aiming to reveal a “theory in act” hidden behind this phenomenon, and discuss the methodological tools developed in order to access to these hidden theoretical bases. The first part of the paper presents the historical-epistemological-didactical analysis of the origins of the Hungarian approach in question; the second part discusses the analysis of teachers’ work, and introduces the idea of reverse engineering aiming to reveal the implicit principles to the teachers’ design practice.
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Dates et versions

hal-02418160 , version 1 (18-12-2019)

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  • HAL Id : hal-02418160 , version 1

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Katalin Gosztonyi. Conceiving teaching trajectories in the form of series of problems: a step for the theoretical reconstruction of the Hungarian Guided Discovery approach. Eleventh Congress of the European Society for Research in Mathematics Education, Utrecht University, Feb 2019, Utrecht, Netherlands. ⟨hal-02418160⟩

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