Cognitive principles of genetic constructivism

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F20%3A10432884" target="_blank" >RIV/00216208:11410/20:10432884 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=1eqCqDkleT" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=1eqCqDkleT</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Cognitive principles of genetic constructivism

Popis výsledku v původním jazyce

The aim of the paper is to clarify the cognitive principles of an approach to mathematics education that has been under development by Vít and Milan Hejný for more than 50 years. We suggest calling this approach geneticonstructivism in order to distinguish it from other currents of constructivism with which it is often mistakenly identified and, owing to such misidentification, criticized. Our text is in three parts. In the first part we formulate six principles of genetic constructivism. In the second part we outline the relationship of genetic constructivism to other currents in mathematics education. Finally, in the third part, we respond to Miroslav Rendl and Stanislav Stech&apos;s criticism of the Hejný method, as genetic construtivism is usually called. This response will allow us to further clarify some other aspects of the discussion.

Název v anglickém jazyce

Cognitive principles of genetic constructivism

Popis výsledku anglicky

The aim of the paper is to clarify the cognitive principles of an approach to mathematics education that has been under development by Vít and Milan Hejný for more than 50 years. We suggest calling this approach geneticonstructivism in order to distinguish it from other currents of constructivism with which it is often mistakenly identified and, owing to such misidentification, criticized. Our text is in three parts. In the first part we formulate six principles of genetic constructivism. In the second part we outline the relationship of genetic constructivism to other currents in mathematics education. Finally, in the third part, we respond to Miroslav Rendl and Stanislav Stech&apos;s criticism of the Hejný method, as genetic construtivism is usually called. This response will allow us to further clarify some other aspects of the discussion.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2020

Kód důvěrnosti údajů

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

Název periodika

Didactica Mathematicae

ISSN

0208-8916

e-ISSN

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Svazek periodika

42

Číslo periodika v rámci svazku

Neuveden

Stát vydavatele periodika

PL - Polská republika

Počet stran výsledku

33

Strana od-do

5-37

Kód UT WoS článku

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EID výsledku v databázi Scopus

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