¿Qué pueden aportar a los enseñantes los diferentes enfoques de la didáctica de las matemáticas? (segunda parte)
In the first part of this paper we raised the question of whether a customized theory of the didactics of mathematics was legitimate and presented and overview of such a theory. This second part analyses the contribution from and constraints the classical approaches and social practices on which the...
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 1991 |
| País: | España |
| Institución: | Universitat Autònoma de Barcelona |
| Repositorio: | Dipòsit Digital de Documents de la UAB |
| Idioma: | español |
| OAI Identifier: | oai:ddd.uab.cat:50161 |
| Acceso en línea: | https://ddd.uab.cat/record/50161 https://dx.doi.org/urn:doi:10.5565/rev/ensciencias.4681 |
| Access Level: | acceso abierto |
| Sumario: | In the first part of this paper we raised the question of whether a customized theory of the didactics of mathematics was legitimate and presented and overview of such a theory. This second part analyses the contribution from and constraints the classical approaches and social practices on which they rely, and discusses the relationship between mathematics and its didactics. |
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