Vers le faire mathématique : essai pour un nouveau positionnement en didactique des mathématiques
In didactics of mathematics, reflections and observations on the nature of mathematical “knowledge” and “knowing” have led to a broader view of what is meant by learning mathematics. Progressively taking distances from perspectives in which mathematical “knowledge” is the object of reference, studie...
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| Principais autores: | , |
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| Formato: | Artigo |
| Idioma: | Francês |
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Institut de recherche sur l’enseignement des mathématiques (IREM)
2014
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| Assuntos: | |
| Acceso en liña: | https://doi.org/10.4000/128a0 https://hdl.handle.net/20.500.13089/128a0 https://journals.openedition.org/adsc/2299 |
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