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Boaler Jo (1998). « Open and closed mathematics: Student experiences and understandings ». Journal for Research in Mathematics Education, vol. 29, n° 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, mathématiques
Creators: Boaler
Collection: Journal for Research in Mathematics Education
Views: 328/797
Views index: 21%
Popularity index: 5.25%
Abstract     
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  
wikindx 4.1.9 ©2013 | Total resources: 8749 | Database queries: 54 | Script execution: 0.35635 secs | Style: VST pour affichage | Bibliography: WIKINDX Master Bibliography
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