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ALL POSITIVE ACTION STARTS WITH CRITICISM IBD

SACHA LA BASTIDE VAN GEMERT / MARIANNE VIN
SPRINGER
10 / 2016
9789402401783
Inglés

Sinopsis

This study provides a historical analysis of FreudenthalâÇÖs didactic ideas and his didactic career. It is partly biographical, but also contributes to the historiography of mathematics education and addresses closely related questions such as: what is mathematics and where does it start? Which role does mathematics play in society and what influence does it have on the prevailing views concerning its accompanying didactics?.Hans Freudenthal (1905-1990), professor in mathematics, scientist, literator, but above all mathematics-educator, was inextricablyálinked to the changes which took place in mathematics education and didactics during the second half of the last century. His diversity as a scientist and his inexhaustible efforts to establish the didactics of mathematics as a seriously pursued science, made FreudenthalâÇÖs influence in this area considerable. He foresaw an essential, practical role for mathematics in everyoneâÇÖs life, encouraging students to discover and create mathematics themselves, instead of imposing a ready-made mathematical system. The theory of mathematics education thus developed in the Netherlands would gain world fame in the following decades.Today, in the light of the discussions about mathematics education, in which the call for `genuineâÇÖ mathematics instead of the so-called âÇÖkindergartenâÇÖ-mathematics can be heard, FreudenthalâÇÖs approach seems to be passé. However, the outcome of this study (which is mainly based on documents from FreudenthalâÇÖs vast personal archive) shows a more refined picture. The direct identification of âÇÖkindergartenâÇÖ-mathematics with FreudenthalâÇÖs view on mathematics education is not justified. âÇÖRealistic mathematicsâÇÖ as advocated by Freudenthal includes more than just a practical introductory and should, among other things, always aim at teaching âÇÖgenuineâÇÖ mathematics in the end.

PVP
133,38€