· 2015· Book chapter
Teaching Mathematics in Tomorrow’s Society: A Case for an Oncoming Counter Paradigm
- 174citations
- 2015year
Short summary
A new "questioning the world" paradigm for mathematics education is proposed, offering a potential solution to the current crisis by moving beyond traditional "visiting works" approaches.
AI-generated from the title and abstract; the full text is not read.
Key points
- Proposes a new "questioning the world" paradigm for mathematics education.
- This paradigm is based on inquiry, "Herbartian," "procognitive," and "exoteric" concepts.
- It offers an alternative to the current dominant "visiting works" paradigm.
- Aims to address the crisis in mathematics education.
AI-generated from the title and abstract; the full text is not read.
Abstract
The historical analysis of mathematics teaching at secondary level shows the succession in time of different school paradigms. The present paper describes and tries to analyse a new didactic paradigm, still at an early age, the paradigm “of questioning the world”, which relies heavily on four interrelated concepts, that of inquiry and of being “Herbartian”, “procognitive”, and “exoteric”. It is the author’s ambition to show, however succinctly, how the present crisis in mathematics education could hopefully be solved along these lines, which preclude recurring to strategies seeking only to patch up the old, still dominant paradigm “of visiting works”.
The authors' abstract, as published at the source., 2015 · DOI ↗
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Field: Theoretical Computer Science
Theoretical Computer ScienceMathematics