Le faire mathématique : une nouvelle ouverture théorique et méthodologique pour étudier les connaissances et les savoirs ?
In their research work, MAHEUX and PROULX propose to take distance from mathematical "knowledge" and "knowing" and to focus on mathematical doing. The both theoretical and empirical path that they investigate leads me to question further the role of mathematical knowledge and kno...
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| Xuất bản năm: | URI:https://journals.openedition.org/adsc, |
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| Tác giả chính: | |
| Định dạng: | Article ou chapitre numérique |
| Ngôn ngữ: | Français |
| Được phát hành: |
Annales de Didactique et de Sciences Cognitives
2024
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| Những chủ đề: | |
| Truy cập trực tuyến: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Tóm tắt: | In their research work, MAHEUX and PROULX propose to take distance from mathematical "knowledge" and "knowing" and to focus on mathematical doing. The both theoretical and empirical path that they investigate leads me to question further the role of mathematical knowledge and knowing in the research in didactic of mathematics. Do mathematical knowledge and knowing appear as 'real' or theoretical objects in didactic studies? How do "knowledge and knowing" influence the ways in which researcher may observe and analyse the learning/teaching of mathematics? |
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