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EnglishIn 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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| Titolo: | Crossing the borders between mathematical domains: a contribution to frame the choice of suitable tasks in teacher education | |
| Autori: | ||
| Data di pubblicazione: | 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. | |
| Handle: | http://hdl.handle.net/11567/655965 | |
| ISBN: | 9783890882888 | |
| Appare nelle tipologie: | 04.01 - Contributo in atti di convegno |
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