The External Didactic Transposition of Inquiry in Mathematics Education: Impact on Curriculum in Different Countries

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Standard

The External Didactic Transposition of Inquiry in Mathematics Education : Impact on Curriculum in Different Countries. / Barquero, Berta; Florensa, Ignasi; Jessen, Britta Eyrich; Lucas, Catarina; Wozniak, Floriane .

School Mathematics Curriculum Reforms: Challenges, Changes and Opportunities: The Twenty-fourth ICMI Study. red. / Yoshinori Shimizu; Renuka Vithal. Tsukuba, Japan : International Commission on Mathematical Instruction, 2018. s. 189-196.

Publikation: Bidrag til bog/antologi/rapport › Konferencebidrag i proceedings › Forskning › fagfællebedømt

Harvard

Barquero, B, Florensa, I, Jessen, BE, Lucas, C & Wozniak, F 2018, The External Didactic Transposition of Inquiry in Mathematics Education: Impact on Curriculum in Different Countries. i Y Shimizu & R Vithal (red), School Mathematics Curriculum Reforms: Challenges, Changes and Opportunities: The Twenty-fourth ICMI Study. International Commission on Mathematical Instruction, Tsukuba, Japan, s. 189-196.

APA

Barquero, B., Florensa, I., Jessen, B. E., Lucas, C., & Wozniak, F. (2018). The External Didactic Transposition of Inquiry in Mathematics Education: Impact on Curriculum in Different Countries. I Y. Shimizu, & R. Vithal (red.), School Mathematics Curriculum Reforms: Challenges, Changes and Opportunities: The Twenty-fourth ICMI Study (s. 189-196). International Commission on Mathematical Instruction.

Vancouver

Barquero B, Florensa I, Jessen BE, Lucas C, Wozniak F. The External Didactic Transposition of Inquiry in Mathematics Education: Impact on Curriculum in Different Countries. I Shimizu Y, Vithal R, red., School Mathematics Curriculum Reforms: Challenges, Changes and Opportunities: The Twenty-fourth ICMI Study. Tsukuba, Japan: International Commission on Mathematical Instruction. 2018. s. 189-196

Author

Barquero, Berta ; Florensa, Ignasi ; Jessen, Britta Eyrich ; Lucas, Catarina ; Wozniak, Floriane . / The External Didactic Transposition of Inquiry in Mathematics Education : Impact on Curriculum in Different Countries. School Mathematics Curriculum Reforms: Challenges, Changes and Opportunities: The Twenty-fourth ICMI Study. red. / Yoshinori Shimizu ; Renuka Vithal. Tsukuba, Japan : International Commission on Mathematical Instruction, 2018. s. 189-196

Bibtex

@inproceedings{b1df3c8a3cee431c919a6f31bc1dbc73,
title = "The External Didactic Transposition of Inquiry in Mathematics Education: Impact on Curriculum in Different Countries",
abstract = "In this paper, we analyse the conditions and constraints that exist when implementing inquiry-based mathematics education defined and framed by school mathematics curricula. Within the theoretical framework of the anthropological theory of the didactic, we organize our analysis using two main tools. On the one hand, we focus on the external didactic transposition of inquiry in mathematics education. That is, we focus on analysing how the “knowledge to be taught” addresses inquiry, how it is selected, adapted and declared to be taught from international studies to local curriculum reforms. With this purpose in mind, we present an analysis of curricula of four European countries (Denmark, France, Portugal and Spain) to explore which kind of conditions (and constraints) each curriculum establishes for inquiry-based mathematics education. We use the levels of didactic codeterminacy to identify where these conditions and constraints for inquiry come from. It will allow us to compare relevant situations between aforementioned countries.",
author = "Berta Barquero and Ignasi Florensa and Jessen, {Britta Eyrich} and Catarina Lucas and Floriane Wozniak",
year = "2018",
language = "English",
pages = "189--196",
editor = "Yoshinori Shimizu and Renuka Vithal",
booktitle = "School Mathematics Curriculum Reforms: Challenges, Changes and Opportunities",
publisher = "International Commission on Mathematical Instruction",

}

RIS

TY - GEN

T1 - The External Didactic Transposition of Inquiry in Mathematics Education

T2 - Impact on Curriculum in Different Countries

AU - Barquero, Berta

AU - Florensa, Ignasi

AU - Jessen, Britta Eyrich

AU - Lucas, Catarina

AU - Wozniak, Floriane

PY - 2018

Y1 - 2018

N2 - In this paper, we analyse the conditions and constraints that exist when implementing inquiry-based mathematics education defined and framed by school mathematics curricula. Within the theoretical framework of the anthropological theory of the didactic, we organize our analysis using two main tools. On the one hand, we focus on the external didactic transposition of inquiry in mathematics education. That is, we focus on analysing how the “knowledge to be taught” addresses inquiry, how it is selected, adapted and declared to be taught from international studies to local curriculum reforms. With this purpose in mind, we present an analysis of curricula of four European countries (Denmark, France, Portugal and Spain) to explore which kind of conditions (and constraints) each curriculum establishes for inquiry-based mathematics education. We use the levels of didactic codeterminacy to identify where these conditions and constraints for inquiry come from. It will allow us to compare relevant situations between aforementioned countries.

AB - In this paper, we analyse the conditions and constraints that exist when implementing inquiry-based mathematics education defined and framed by school mathematics curricula. Within the theoretical framework of the anthropological theory of the didactic, we organize our analysis using two main tools. On the one hand, we focus on the external didactic transposition of inquiry in mathematics education. That is, we focus on analysing how the “knowledge to be taught” addresses inquiry, how it is selected, adapted and declared to be taught from international studies to local curriculum reforms. With this purpose in mind, we present an analysis of curricula of four European countries (Denmark, France, Portugal and Spain) to explore which kind of conditions (and constraints) each curriculum establishes for inquiry-based mathematics education. We use the levels of didactic codeterminacy to identify where these conditions and constraints for inquiry come from. It will allow us to compare relevant situations between aforementioned countries.

M3 - Article in proceedings

SP - 189

EP - 196

BT - School Mathematics Curriculum Reforms: Challenges, Changes and Opportunities

A2 - Shimizu, Yoshinori

A2 - Vithal, Renuka

PB - International Commission on Mathematical Instruction

CY - Tsukuba, Japan

ER -

ID: 215871444