Didactical contract and responsiveness to didactical contract: a theoretical framework for enquiry into students' creativity in mathematics

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F13%3A10140067" target="_blank" >RIV/00216208:11410/13:10140067 - isvavai.cz</a>

Výsledek na webu

<a href="http://www.springerlink.com/openurl.asp?genre=article&id=doi:10.1007/s11858-013-0496-4" target="_blank" >http://www.springerlink.com/openurl.asp?genre=article&id=doi:10.1007/s11858-013-0496-4</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1007/s11858-013-0496-4" target="_blank" >10.1007/s11858-013-0496-4</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Didactical contract and responsiveness to didactical contract: a theoretical framework for enquiry into students' creativity in mathematics

Popis výsledku v původním jazyce

One of the manifestations of learning is the students' ability to come up with original solutions to new problems. This ability is one of the criteria by which the teacher may assess whether the student grasped the taught mathematics. Obviously, a teacher can never teach the ability to invent new solutions (at least not directly): he/she can ask for it, expect it, encourage it, but cannot require it. This is one of the fundamental paradoxes of the whole didactical relationship, which Guy Brousseau (1997) modelled in one of the best known concepts in didactics of mathematics: the didactical contract. The teacher cannot be confident that the student will learn exactly what the teacher intended to teach and hence the student must re-create it on the basisof what he/she already knows. In this paper, the importance and the role of situations affording mathematical creativity (in the sense of production of original solutions to unusual situations) are demonstrated. The authors present an ex

Název v anglickém jazyce

Didactical contract and responsiveness to didactical contract: a theoretical framework for enquiry into students' creativity in mathematics

Popis výsledku anglicky

One of the manifestations of learning is the students' ability to come up with original solutions to new problems. This ability is one of the criteria by which the teacher may assess whether the student grasped the taught mathematics. Obviously, a teacher can never teach the ability to invent new solutions (at least not directly): he/she can ask for it, expect it, encourage it, but cannot require it. This is one of the fundamental paradoxes of the whole didactical relationship, which Guy Brousseau (1997) modelled in one of the best known concepts in didactics of mathematics: the didactical contract. The teacher cannot be confident that the student will learn exactly what the teacher intended to teach and hence the student must re-create it on the basisof what he/she already knows. In this paper, the importance and the role of situations affording mathematical creativity (in the sense of production of original solutions to unusual situations) are demonstrated. The authors present an ex

Druh

J_x - Nezařazeno - Článek v odborném periodiku (Jimp, Jsc a Jost)

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

<a href="/cs/project/GAP407%2F12%2F1939" target="_blank" >GAP407/12/1939: Rozvíjení kultury řešení matematických problémů ve školské praxi</a><br>

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2013

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

ZDM - International Journal on Mathematics Education

ISSN

1863-9690

e-ISSN

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Svazek periodika

45

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

DE - Spolková republika Německo

Počet stran výsledku

13

Strana od-do

281-293

Kód UT WoS článku

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EID výsledku v databázi Scopus

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