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dc.contributorUniversitat Ramon Llull. IQS
dc.contributor.authorBosch, Marianna
dc.contributor.authorArtigue, Michèle
dc.contributor.authorDoorman, Michiel
dc.contributor.authorJuhász, Péter
dc.contributor.authorKvasz, Ladislav
dc.contributor.authorMaass, Katja
dc.date.accessioned2021-05-25T16:59:54Z
dc.date.accessioned2023-07-13T05:46:22Z
dc.date.available2021-05-25T16:59:54Z
dc.date.available2023-07-13T05:46:22Z
dc.date.issued2020
dc.identifier.urihttp://hdl.handle.net/20.500.14342/1132
dc.description.abstractThis article is based on the panel on inquiry based mathematics education and the development of learning trajectories held at the VARGA 100 Conference. After an introduction presenting the theme and organization of the panel, this article focuses on the diversity of conceptualizations of inquiry based education existing today in mathematics education and their influence on the vision and development of learning trajectories. More precisely, it considers the conceptualizations respectively associated with Realistic Mathematics Education, Genetic Constructivism, Tamás Varga’s educational approach and the Anthropological Theory of the Didactic, presented by the panellists, and also shows the efforts undertaken in European projects to reach consensusal visions.eng
dc.format.extent27 p.cat
dc.language.isoengcat
dc.publisherUniversity of Debrecencat
dc.relation.ispartofTeaching Mathematics and Computer Science. Vol.18, n.3 (2020) p.63-89cat
dc.rightsAttribution 4.0 International
dc.rights© L'autor/a
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.sourceRECERCAT (Dipòsit de la Recerca de Catalunya)
dc.subject.otherMatemàtica--Ensenyamentcat
dc.subject.otherInquiry based mathematics educationcat
dc.subject.otherLearning trajectorycat
dc.subject.otherRealistic mathematics educationcat
dc.subject.otherGenetic constructivismcat
dc.subject.otherTamás Varga’s educational approachcat
dc.subject.otherLajos Pósa methodcat
dc.subject.otherAnthropological theory of the didacticcat
dc.titleInquiry based mathematics education and the development of learning trajectoriescat
dc.typeinfo:eu-repo/semantics/articlecat
dc.typeinfo:eu-repo/semantics/publishedVersioncat
dc.rights.accessLevelinfo:eu-repo/semantics/openAccess
dc.embargo.termscapcat
dc.subject.udc37
dc.subject.udc51
dc.identifier.doihttps://doi.org/10.5485/TMCS.2020.0505cat


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