HOW TO GENERATE AUTONOMOUS QUESTIONING IN SECONDARY MATHEMATICS TEACHING?

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

Standard

HOW TO GENERATE AUTONOMOUS QUESTIONING IN SECONDARY MATHEMATICS TEACHING? / Jessen, Britta Eyrich.

I: Recherches en Didactique des Mathematiques, Bind 37, Nr. (2/3), 2, 2017, s. 217-245.

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

Harvard

Jessen, BE 2017, 'HOW TO GENERATE AUTONOMOUS QUESTIONING IN SECONDARY MATHEMATICS TEACHING?', Recherches en Didactique des Mathematiques, bind 37, nr. (2/3), 2, s. 217-245.

APA

Jessen, B. E. (2017). HOW TO GENERATE AUTONOMOUS QUESTIONING IN SECONDARY MATHEMATICS TEACHING? Recherches en Didactique des Mathematiques, 37((2/3)), 217-245. [2].

Vancouver

Jessen BE. HOW TO GENERATE AUTONOMOUS QUESTIONING IN SECONDARY MATHEMATICS TEACHING? Recherches en Didactique des Mathematiques. 2017;37((2/3)):217-245. 2.

Author

Jessen, Britta Eyrich. / HOW TO GENERATE AUTONOMOUS QUESTIONING IN SECONDARY MATHEMATICS TEACHING?. I: Recherches en Didactique des Mathematiques. 2017 ; Bind 37, Nr. (2/3). s. 217-245.

Bibtex

@article{c009d32dc03e4335a0409696dc2f017b,
title = "HOW TO GENERATE AUTONOMOUS QUESTIONING IN SECONDARY MATHEMATICS TEACHING?",
abstract = "In mathematics education it is still a major challenge to find ways to nurture students to pose and pursue their own questions in order to learn mathematics. During the last three decades problem posing has been explored through different approaches and in empirical studies. This paper presents the result of an empirical study, where teaching was designed and conducted based on The Anthropological Theory of the Didactic. It is shown how a changed didactic contract and open generating questions posed by the teacher can support students{\textquoteright} autonomous questioning of the taught knowledge. In the study, students developed knowledge that went beyond curriculum requirements through autonomous activities, which were different from more traditional school and pedagogical culture.",
keywords = "Faculty of Science, problem-posing, the anthropological theory of the didactic, upper secondary mathematics",
author = "Jessen, {Britta Eyrich}",
year = "2017",
language = "English",
volume = "37",
pages = "217--245",
journal = "Recherches en Didactique des Mathematiques",
issn = "0246-9367",
publisher = "Editions LaPensee Sauvage",
number = "(2/3)",

}

RIS

TY - JOUR

T1 - HOW TO GENERATE AUTONOMOUS QUESTIONING IN SECONDARY MATHEMATICS TEACHING?

AU - Jessen, Britta Eyrich

PY - 2017

Y1 - 2017

N2 - In mathematics education it is still a major challenge to find ways to nurture students to pose and pursue their own questions in order to learn mathematics. During the last three decades problem posing has been explored through different approaches and in empirical studies. This paper presents the result of an empirical study, where teaching was designed and conducted based on The Anthropological Theory of the Didactic. It is shown how a changed didactic contract and open generating questions posed by the teacher can support students’ autonomous questioning of the taught knowledge. In the study, students developed knowledge that went beyond curriculum requirements through autonomous activities, which were different from more traditional school and pedagogical culture.

AB - In mathematics education it is still a major challenge to find ways to nurture students to pose and pursue their own questions in order to learn mathematics. During the last three decades problem posing has been explored through different approaches and in empirical studies. This paper presents the result of an empirical study, where teaching was designed and conducted based on The Anthropological Theory of the Didactic. It is shown how a changed didactic contract and open generating questions posed by the teacher can support students’ autonomous questioning of the taught knowledge. In the study, students developed knowledge that went beyond curriculum requirements through autonomous activities, which were different from more traditional school and pedagogical culture.

KW - Faculty of Science

KW - problem-posing

KW - the anthropological theory of the didactic

KW - upper secondary mathematics

UR - http://rdm.penseesauvage.com/How-to-generate-autonomous.html

M3 - Journal article

VL - 37

SP - 217

EP - 245

JO - Recherches en Didactique des Mathematiques

JF - Recherches en Didactique des Mathematiques

SN - 0246-9367

IS - (2/3)

M1 - 2

ER -

ID: 188913089