Linking problem solving and learning contents: the challenge of self-sustained study and research processes
Research output: Contribution to journal › Journal article › Research › peer-review
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Linking problem solving and learning contents : the challenge of self-sustained study and research processes. / Bosch, Marianna ; Winsløw, Carl.
In: Recherches en Didactique des Mathematiques, Vol. 35, No. 3, 03.2016, p. 357-401.Research output: Contribution to journal › Journal article › Research › peer-review
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TY - JOUR
T1 - Linking problem solving and learning contents
T2 - the challenge of self-sustained study and research processes
AU - Bosch, Marianna
AU - Winsløw, Carl
PY - 2016/3
Y1 - 2016/3
N2 - A main difference between the mathematical activity of students and that ofresearchers is that researchers pursue their mathematical work in a seeminglyself-sustaining dynamics of questions and answers, while students rely onteachers to sustain this dynamics. Unlike researchers, students generally donot construct the questions they work on, and do not search, rearrange andquestion the established contents they need to answer the questions. The basicproblem approached in this paper is: could students also engage in a moreself-sustaining and complete work with questions and answers? We firstpresent an analysis of four main paradigms of teaching and learningmathematics, based on different approaches to learners’ work with questionsand answers. We then discuss and exemplify certain principles for selfsustainedmathematical activities using Chevallard’s Herbartian schema. Theaccess to new external answers and their test against an appropriateexperimental milieu is shown to be a crucial bootstrap for the dynamics ofresearch and study processes.
AB - A main difference between the mathematical activity of students and that ofresearchers is that researchers pursue their mathematical work in a seeminglyself-sustaining dynamics of questions and answers, while students rely onteachers to sustain this dynamics. Unlike researchers, students generally donot construct the questions they work on, and do not search, rearrange andquestion the established contents they need to answer the questions. The basicproblem approached in this paper is: could students also engage in a moreself-sustaining and complete work with questions and answers? We firstpresent an analysis of four main paradigms of teaching and learningmathematics, based on different approaches to learners’ work with questionsand answers. We then discuss and exemplify certain principles for selfsustainedmathematical activities using Chevallard’s Herbartian schema. Theaccess to new external answers and their test against an appropriateexperimental milieu is shown to be a crucial bootstrap for the dynamics ofresearch and study processes.
UR - http://rdm.penseesauvage.com/Linking-problem-solving-and.html
M3 - Journal article
VL - 35
SP - 357
EP - 401
JO - Recherches en Didactique des Mathematiques
JF - Recherches en Didactique des Mathematiques
SN - 0246-9367
IS - 3
ER -
ID: 160107263