In mathematics teaching, closed boundaries between mathematics domains may convey to students a “fossilized” image of mathematics, and, in turn, cause difficulties in problem solving. Teachers should promote a “crossing” perspective in their teaching. In order to make teachers able to cross the borders, teacher education must encompass suitable tasks to be experienced and discussed. This paper reports a study aimed at framing the choice of such tasks, and the analysis of related problem solving behaviors. A contribution to framing comes from an adaptation of Habermas' construct of rational behavior. An experimental situation is planned and analyzed according to the resulting framework. Some educational implications are derived.
Crossing the borders between mathematical domains: a contribution to frame the choice of suitable tasks in teacher education
BOERO, PAOLO;GUALA, ELDA;MORSELLI, FRANCESCA
2013
Abstract
In mathematics teaching, closed boundaries between mathematics domains may convey to students a “fossilized” image of mathematics, and, in turn, cause difficulties in problem solving. Teachers should promote a “crossing” perspective in their teaching. In order to make teachers able to cross the borders, teacher education must encompass suitable tasks to be experienced and discussed. This paper reports a study aimed at framing the choice of such tasks, and the analysis of related problem solving behaviors. A contribution to framing comes from an adaptation of Habermas' construct of rational behavior. An experimental situation is planned and analyzed according to the resulting framework. Some educational implications are derived.
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