On theories in mathematics education and their conceptual differences – Luis Radford – ICM2018
Mathematics Education and Popularization of Mathematics
Invited Lecture 18.1
On theories in mathematics education and their conceptual differences
Luis Radford
Abstract: In this article I discuss some theories in mathematics education research. My goal is to highlight some of their differences. How will I proceed? I could proceed by giving a definition, T, of the term ‘theory’ and by choosing some differentiating criteria such as c1, c2, etc. Theories, then, could be distinguished in terms of whether or not they include the criteria c1, c2, etc. However, in this article I will take a different path. In the first part I will focus on a few well-known theories in Mathematics Education and discuss their differences in terms of their ‘theoretical stances’. In the last part of the article, I will comment on a sociocultural emergent trend.
ICM 2018 – International Congress of Mathematicians ©
www.icm2018.org
Os direitos sobre todo o material deste canal pertencem ao Instituto de Matemática Pura e Aplicada, sendo vedada a utilização total ou parcial do conteúdo sem autorização prévia e por escrito do referido titular, salvo nas hipóteses previstas na legislação vigente.
The rights over all the material in this channel belong to the Instituto de Matemática Pura e Aplicada, and it is forbidden to use all or part of it without prior written authorization from the above mentioned holder, except in the cases prescribed in the current legislation.
Видео On theories in mathematics education and their conceptual differences – Luis Radford – ICM2018 канала Rio ICM2018
Invited Lecture 18.1
On theories in mathematics education and their conceptual differences
Luis Radford
Abstract: In this article I discuss some theories in mathematics education research. My goal is to highlight some of their differences. How will I proceed? I could proceed by giving a definition, T, of the term ‘theory’ and by choosing some differentiating criteria such as c1, c2, etc. Theories, then, could be distinguished in terms of whether or not they include the criteria c1, c2, etc. However, in this article I will take a different path. In the first part I will focus on a few well-known theories in Mathematics Education and discuss their differences in terms of their ‘theoretical stances’. In the last part of the article, I will comment on a sociocultural emergent trend.
ICM 2018 – International Congress of Mathematicians ©
www.icm2018.org
Os direitos sobre todo o material deste canal pertencem ao Instituto de Matemática Pura e Aplicada, sendo vedada a utilização total ou parcial do conteúdo sem autorização prévia e por escrito do referido titular, salvo nas hipóteses previstas na legislação vigente.
The rights over all the material in this channel belong to the Instituto de Matemática Pura e Aplicada, and it is forbidden to use all or part of it without prior written authorization from the above mentioned holder, except in the cases prescribed in the current legislation.
Видео On theories in mathematics education and their conceptual differences – Luis Radford – ICM2018 канала Rio ICM2018
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