Teaching Mathematics in Tomorrow’s Society: A Case for an Oncoming Counter Paradigm - Archive ouverte HAL Access content directly
Book Sections Year : 2015

Teaching Mathematics in Tomorrow’s Society: A Case for an Oncoming Counter Paradigm

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".
Fichier principal
Vignette du fichier
Chevallard2015_Chapter_TeachingMathematicsInTomorrowS.pdf (148.14 Ko) Télécharger le fichier
Origin : Publisher files allowed on an open archive

Dates and versions

hal-03191911 , version 1 (07-04-2021)

Licence

Attribution - NonCommercial - CC BY 4.0

Identifiers

Cite

Yves Chevallard. Teaching Mathematics in Tomorrow’s Society: A Case for an Oncoming Counter Paradigm. The Proceedings of the 12th International Congress on Mathematical Education, pp.173 - 187, 2015, ⟨10.1007/978-3-319-12688-3_13⟩. ⟨hal-03191911⟩

Collections

UNIV-AMU INSMI
56 View
52 Download

Altmetric

Share

Gmail Facebook Twitter LinkedIn More