Creativity, Mathematizing, and Didactizing: Leen Streefland's work continues |
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Authors: | Norma Presmeg |
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Institution: | (1) Mathematics Department, Illinois State University, Normal, IL 61790-4520, USA |
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Abstract: | This reaction to the papers in this PME Special Issue of Educational Studies in Mathematics draws a wider perspective on the issues addressed and some of the constructs used in research in Realistic Mathematics Education
(RME). In particular, it tries to show that while the problems addressed existed within the world-wide arena of mathematics
education and were not unique to the Dutch educational system, the methods used at the Freudenthal Institute to address them
were uniquely adapted to that system yet foreshadowed developments in the wider field of mathematics education. The predictive
aspects of mathematizing, didactizing, and guided reinvention, in which models-of become models-for on various levels, resonate with trends in mathematics education in recent years, including those promoted by the National
Council of Teachers of Mathematics in the USA. Research methodologies, too, have broadened to include more humanistic qualitative
methods. Developmental research as epitomized in the RME tradition makes the distinction between quantitative and qualitative
research obsolete, because there is no restriction on research methods that may be useful in investigating how to improve
the teaching and learning of mathematics, and in the designing of mathematics curricula. Thus some aspects of this research
resonate with what have come to be known as multitiered teaching experiments. However, in RME there is also a special content-oriented
didactical approach that harmonizes with an emphasis on didactics (rather than pedagogy)in several other European countries. Some implications are drawn for future research directions.
This revised version was published online in August 2006 with corrections to the Cover Date. |
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Keywords: | creativity didactizing guided reinvention humanistic research mathematizing |
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