Boaler Jo (1998). Â« Open and closed mathematics: Student experiences and understandings Â». Journal for Research in Mathematics Education, vol. 29, nÂ° 1, janvier, p. 41–62.
Added by: Catherine Reverdy (06 Feb 2013 12:50:11 Europe/Paris)
|Resource type: Journal Article
BibTeX citation key: Boaler1998
|Categories: Apprentissages et psychologie
Subcategories: Apprentissage par projet
Keywords: apprentissage par projet, enseignement secondaire, mathĂ©matiques
Collection: Journal for Research in Mathematics Education
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This paper reports on 3-year case studies of 2 schools with alternative mathematical teaching approaches. One school used a traditional, textbook approach; the other used open-ended activities at all times. Using various forms of case study data, including observations, questionnaires, interviews, and quantitative assessments, I will show the ways in which the 2 approaches encouraged different forms of knowledge. Students who followed a traditional approach developed a procedural knowledge that was of limited use to them in unfamiliar situations. Students who learned mathematics in an open, project-based environment developed a conceptual understanding that provided them with advantages in a range of assessments and situations. The project students had been "apprenticed" into a system of thinking and using mathematics that helped them in both school and nonschool settings.
Added by: Catherine Reverdy