id: 06452149
dt: a
an: 2015d.00298
au: Ruiz-Munzón, Noemí; Bosch, Marianna; Gascón, Josep
ti: Comparing approaches through a reference epistemological model: the case of
school algebra.
so: Ubuz, Behiye (ed.) et al., CERME 8. Proceedings of the eigth congress of
the European Society of Research in Mathematics Education, Antalya,
Turkey, February 6‒10, 2013. Ankara: Middle East Technical University
(ISBN 978-975-429-315-9). 2870-2879 (2013).
py: 2013
pu: Ankara: Middle East Technical University
la: EN
cc: D20 H20 H30
ut: algebraic thinking; algebraic activities; reference epistemological model;
theory of knowledge objectification; elementary algebra;
anthropological theory of didactic
ci:
li:
ab: Summary: Luis Radford and Yves Chevallard, whose research programmes in
mathematics education were awarded with the last Hans Freudenthal
medals, have both given a prime place to the problem of teaching and
learning elementary algebra. However, their approaches are far from
being similar. Are they comparable? We are starting a dialogue
considering how each approach, in a more or less explicit way, defines
what algebra is and how it characterises ‘algebraic thinking’ or
‘algebraic activities’ with what we call a reference
epistemological model (REM) of elementary algebra. The dialogue starts
by assuming the point of view of the anthropological theory of the
didactic, presenting our own REM, and the kind of questions addressed
by this approach, in relation to the theory of knowledge
objectification developed by Radford.
rv: