Inquiry based mathematics education and the development of learning trajectories

doi:https://doi.org/10.5485/TMCS.2020.0505

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RECERCAT Home > Universitat Ramon Llull > IQS > Articles publicats en revistes científiques > View document

Use this identifier to quote or link this document: http://hdl.handle.net/2072/450055

dc.contributor	Universitat Ramon Llull. IQS
dc.contributor.author	Bosch, Marianna
dc.contributor.author	Artigue, Michèle
dc.contributor.author	Doorman, Michiel
dc.contributor.author	Juhász, Péter
dc.contributor.author	Kvasz, Ladislav
dc.contributor.author	Maass, Katja
dc.date.accessioned	2021-05-25T16:59:54Z
dc.date.available	2021-05-25T16:59:54Z
dc.date.issued	2020
dc.identifier.uri	http://hdl.handle.net/2072/450055
dc.format.extent	27 p.
dc.language.iso	eng
dc.publisher	University of Debrecen
dc.relation.ispartof	Teaching Mathematics and Computer Science. Vol.18, n.3 (2020) p.63-89
dc.rights	L'accés als continguts d'aquest document queda condicionat a l'acceptació de les condicions d'ús establertes per la següent llicència Creative Commons:http://creativecommons.org/licenses/by/4.0/
dc.rights	© L'autor/a
dc.source	RECERCAT (Dipòsit de la Recerca de Catalunya)
dc.subject.other	Matemàtica--Ensenyament
dc.subject.other	Inquiry based mathematics education
dc.subject.other	Learning trajectory
dc.subject.other	Realistic mathematics education
dc.subject.other	Genetic constructivism
dc.subject.other	Tamás Varga’s educational approach
dc.subject.other	Lajos Pósa method
dc.subject.other	Anthropological theory of the didactic
dc.title	Inquiry based mathematics education and the development of learning trajectories
dc.type	info:eu-repo/semantics/article
dc.type	info:eu-repo/semantics/publishedVersion
dc.subject.udc	37 - Educació. Ensenyament. Formació. Temps lliure
dc.subject.udc	51 - Matemàtiques
dc.embargo.terms	cap
dc.identifier.doi	https://doi.org/10.5485/TMCS.2020.0505
dc.rights.accessLevel	info:eu-repo/semantics/openAccess
dc.description.abstract	This 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.

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