Book,
Didactical Phenomenology of Mathematical Structures (Mathematics Education Library)
H. Freudenthal.Reidel, Dordrecht, (December 1983)
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- Freudenthal83
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- book
- address
- Dordrecht
- year
- 1983
- month
- December
- howpublished
- Hardcover
- publisher
- Reidel
- comment
- We end with word of caution: situated theories of learning have often been taken as a call to 'embed' mathematical objects in a naturalistic setting. This, in the UK context at least, often results in somewhat patronising curricular attempts to make mathematics 'realistic' by posing it in 'familiar' contexts that are supposed to be motivating for the learner. The system and activities we illustrate above stands in direct contrast to this approach: a pedagogy informed by the idea of situated abstraction strives to design settings in which the desired mathematical concepts can be derived as a necessity of the learners activity, generating situations in which phenonema 'beg to be organised (Freudenthal, 1983, p.32). The site of learning has to have integrity as a narrative – but it must also have mathematical integrity. In order for abstraction to take place, the learner must be able to relate to the story. In order for it to foster the mathematical concepts we are interested in, these need to be the moral, or consequence of this story, not artificially grafted on top of standard mathematical learning rituals.
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- 9027715351
- citeulike-article-id
- 489542
- priority
- 2
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- http://www.amazon.fr/exec/obidos/ASIN/9027715351/citeulike04-21
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- please select -%0 Book
%1 Freudenthal83
%A Freudenthal, Hans
%C Dordrecht
%D 1983
%I Reidel
%K MathematicsEducation mathematics
%T Didactical Phenomenology of Mathematical Structures (Mathematics Education Library)
%U http://www.amazon.fr/exec/obidos/ASIN/9027715351/citeulike04-21
%@ 9027715351
@book{Freudenthal83,
added-at = {2007-03-30T09:18:22.000+0200},
address = {Dordrecht},
author = {Freudenthal, Hans},
biburl = {https://www.bibsonomy.org/bibtex/2433549f421d821fdfb0419f8dc66ae7d/rmosvold},
citeulike-article-id = {489542},
comment = {We end with word of caution: situated theories of learning have often been taken as a call to 'embed' mathematical objects in a naturalistic setting. This, in the UK context at least, often results in somewhat patronising curricular attempts to make mathematics 'realistic' by posing it in 'familiar' contexts that are supposed to be motivating for the learner. The system and activities we illustrate above stands in direct contrast to this approach: a pedagogy informed by the idea of situated abstraction strives to design settings in which the desired mathematical concepts can be derived as a necessity of the learners activity, generating situations in which phenonema 'beg to be organised (Freudenthal, 1983, p.32). The site of learning has to have integrity as a narrative – but it must also have mathematical integrity. In order for abstraction to take place, the learner must be able to relate to the story. In order for it to foster the mathematical concepts we are interested in, these need to be the moral, or consequence of this story, not artificially grafted on top of standard mathematical learning rituals.},
howpublished = {Hardcover},
interhash = {5290897bf30f85908c37f88ae60e1cfc},
intrahash = {433549f421d821fdfb0419f8dc66ae7d},
isbn = {9027715351},
keywords = {MathematicsEducation mathematics},
month = {December},
priority = {2},
publisher = {Reidel},
timestamp = {2007-04-18T11:17:00.000+0200},
title = {Didactical Phenomenology of Mathematical Structures (Mathematics Education Library)},
url = {http://www.amazon.fr/exec/obidos/ASIN/9027715351/citeulike04-21},
year = 1983
}