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Dewey and mathemati...
Dewey and mathematical practice : revisiting the distinction between procedural and conceptual knowledge
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- Österman, Tove, 1972- (författare)
- Uppsala universitet,Avdelningen för teoretisk filosofi
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- Bråting, Kajsa, 1975- (författare)
- Uppsala universitet,Institutionen för pedagogik, didaktik och utbildningsstudier,Uppsala Univ, Postgrad Studies, Uppsala, Sweden
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(creator_code:org_t)
- 2019-03-22
- 2019
- Engelska.
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Ingår i: Journal of Curriculum Studies. - : Informa UK Limited. - 0022-0272 .- 1366-5839. ; 51:4, s. 457-470
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Abstract
Ämnesord
Stäng
- We identify a recent trend in school mathematics as well as in some of the research literature in mathematics education: an emphasis on the practical uses of mathematics and an increased emphasis on verbalizations as opposed to numerical and computational skills. With tools provided by John Dewey, an early advocate of contextual and practical knowledge, we analyse the common research framework for discussing mathematical knowledge in terms of the procedural and the conceptual. We argue that procedural and conceptual knowledge should not be seen as opposites, and that the tendency to treat them as such might be avoided by emphasising the notion of operational skill. We argue that this is important in order for the students to gain both the contextual knowledge and the computational skill entailed in mathematical knowledge.
Ämnesord
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Didaktik (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Didactics (hsv//eng)
Nyckelord
- Mathematics education
- Dewey
- mathematical knowledge
- operational skill
Publikations- och innehållstyp
- ref (ämneskategori)
- art (ämneskategori)
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