Linking problem solving and learning contents: the challenge of self-sustained study and research processes

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Linking problem solving and learning contents : the challenge of self-sustained study and research processes. / Bosch, Marianna ; Winsløw, Carl.

I: Recherches en Didactique des Mathematiques, Bind 35, Nr. 3, 03.2016, s. 357-401.

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

Harvard

Bosch, M & Winsløw, C 2016, 'Linking problem solving and learning contents: the challenge of self-sustained study and research processes', Recherches en Didactique des Mathematiques, bind 35, nr. 3, s. 357-401.

APA

Bosch, M., & Winsløw, C. (2016). Linking problem solving and learning contents: the challenge of self-sustained study and research processes. Recherches en Didactique des Mathematiques, 35(3), 357-401.

Vancouver

Bosch M, Winsløw C. Linking problem solving and learning contents: the challenge of self-sustained study and research processes. Recherches en Didactique des Mathematiques. 2016 mar.;35(3):357-401.

Author

Bosch, Marianna ; Winsløw, Carl. / Linking problem solving and learning contents : the challenge of self-sustained study and research processes. I: Recherches en Didactique des Mathematiques. 2016 ; Bind 35, Nr. 3. s. 357-401.

Bibtex

@article{4f33215edb194d0c91773c8c310808e1,
title = "Linking problem solving and learning contents: the challenge of self-sustained study and research processes",
abstract = "A main difference between the mathematical activity of students and that ofresearchers is that researchers pursue their mathematical work in a seeminglyself-sustaining dynamics of questions and answers, while students rely onteachers to sustain this dynamics. Unlike researchers, students generally donot construct the questions they work on, and do not search, rearrange andquestion the established contents they need to answer the questions. The basicproblem approached in this paper is: could students also engage in a moreself-sustaining and complete work with questions and answers? We firstpresent an analysis of four main paradigms of teaching and learningmathematics, based on different approaches to learners{\textquoteright} work with questionsand answers. We then discuss and exemplify certain principles for selfsustainedmathematical activities using Chevallard{\textquoteright}s Herbartian schema. Theaccess to new external answers and their test against an appropriateexperimental milieu is shown to be a crucial bootstrap for the dynamics ofresearch and study processes. ",
author = "Marianna Bosch and Carl Winsl{\o}w",
year = "2016",
month = mar,
language = "English",
volume = "35",
pages = "357--401",
journal = "Recherches en Didactique des Mathematiques",
issn = "0246-9367",
publisher = "Editions LaPensee Sauvage",
number = "3",

}

RIS

TY - JOUR

T1 - Linking problem solving and learning contents

T2 - the challenge of self-sustained study and research processes

AU - Bosch, Marianna

AU - Winsløw, Carl

PY - 2016/3

Y1 - 2016/3

N2 - A main difference between the mathematical activity of students and that ofresearchers is that researchers pursue their mathematical work in a seeminglyself-sustaining dynamics of questions and answers, while students rely onteachers to sustain this dynamics. Unlike researchers, students generally donot construct the questions they work on, and do not search, rearrange andquestion the established contents they need to answer the questions. The basicproblem approached in this paper is: could students also engage in a moreself-sustaining and complete work with questions and answers? We firstpresent an analysis of four main paradigms of teaching and learningmathematics, based on different approaches to learners’ work with questionsand answers. We then discuss and exemplify certain principles for selfsustainedmathematical activities using Chevallard’s Herbartian schema. Theaccess to new external answers and their test against an appropriateexperimental milieu is shown to be a crucial bootstrap for the dynamics ofresearch and study processes.

AB - A main difference between the mathematical activity of students and that ofresearchers is that researchers pursue their mathematical work in a seeminglyself-sustaining dynamics of questions and answers, while students rely onteachers to sustain this dynamics. Unlike researchers, students generally donot construct the questions they work on, and do not search, rearrange andquestion the established contents they need to answer the questions. The basicproblem approached in this paper is: could students also engage in a moreself-sustaining and complete work with questions and answers? We firstpresent an analysis of four main paradigms of teaching and learningmathematics, based on different approaches to learners’ work with questionsand answers. We then discuss and exemplify certain principles for selfsustainedmathematical activities using Chevallard’s Herbartian schema. Theaccess to new external answers and their test against an appropriateexperimental milieu is shown to be a crucial bootstrap for the dynamics ofresearch and study processes.

UR - http://rdm.penseesauvage.com/Linking-problem-solving-and.html

M3 - Journal article

VL - 35

SP - 357

EP - 401

JO - Recherches en Didactique des Mathematiques

JF - Recherches en Didactique des Mathematiques

SN - 0246-9367

IS - 3

ER -

ID: 160107263