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portada All Positive Action Starts with Criticism: Hans Freudenthal and the Didactics of Mathematics
Type
Physical Book
Author
Translated by
Publisher
Language
English
Pages
386
Format
Paperback
Dimensions
23.4 x 15.6 x 2.1 cm
Weight
0.56 kg.
ISBN13
9789402401783
Categories

All Positive Action Starts with Criticism: Hans Freudenthal and the Didactics of Mathematics

Sacha La Bastide-Van Gemert (Author) · Marianne Vincken (Translated by) · William Third (Translated by) · Springer · Paperback

All Positive Action Starts with Criticism: Hans Freudenthal and the Didactics of Mathematics - La Bastide-Van Gemert, Sacha ; Vincken, Marianne ; Third, William

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Synopsis "All Positive Action Starts with Criticism: Hans Freudenthal and the Didactics of Mathematics"

This study provides a historical analysis of Freudenthal's didactic ideas and his didactic career. It is partly biographical, but also contributes to the historiography of mathematics education and addresses closely related questions such as: what is mathematics and where does it start? Which role does mathematics play in society and what influence does it have on the prevailing views concerning its accompanying didactics?.Hans Freudenthal (1905-1990), professor in mathematics, scientist, literator, but above all mathematics-educator, was inextricably linked to the changes which took place in mathematics education and didactics during the second half of the last century. His diversity as a scientist and his inexhaustible efforts to establish the didactics of mathematics as a seriously pursued science, made Freudenthal's influence in this area considerable. He foresaw an essential, practical role for mathematics in everyone's life, encouraging students to discover and create mathematics themselves, instead of imposing a ready-made mathematical system. The theory of mathematics education thus developed in the Netherlands would gain world fame in the following decades.Today, in the light of the discussions about mathematics education, in which the call for genuine' mathematics instead of the so-called 'kindergarten'-mathematics can be heard, Freudenthal's approach seems to be passé. However, the outcome of this study (which is mainly based on documents from Freudenthal's vast personal archive) shows a more refined picture. The direct identification of 'kindergarten'-mathematics with Freudenthal's view on mathematics education is not justified. 'Realistic mathematics' as advocated by Freudenthal includes more than just a practical introductory and should, among other things, always aim at teaching 'genuine' mathematics in the end.

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