From teaching contents to the dynamics of knowledge: a pedagogical adventure in the “Mathematical Forest”
DOI:
https://doi.org/10.5007/1981-1322.2016v11nespp47Abstract
This paper aims an approach of “mathematical contents” in under graduation to develop what we will call it ‘pedagogical sense’. This is accomplished by enhancing sensibility about forms of mathematical thinking that don’t reduce themselves to mathematical techniques and algorithms or to the logic of the mathematical process, but that are important for a “good” math teacher formation; and also through a different vision of the history of mathematics, its “historicity”, which with its epistemological character highlights the dynamism of mathematical knowledge.
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