Abstract
This article is based on the panel on inquiry based mathematics education and the
development of learning trajectories held at the VARGA 100 Conference. After an introduction
presenting the theme and organization of the panel, this article focuses on the diversity of
conceptualizations of inquiry based education existing today in mathematics education and their
influence on the vision and development of learning trajectories. More precisely, it considers the
conceptualizations respectively associated with Realistic Mathematics Education, Genetic
Constructivism, Tamás Varga’s educational approach and the Anthropological Theory of the
Didactic, presented by the panellists, and also shows the efforts undertaken in European projects to
reach consensusal visions.
development of learning trajectories held at the VARGA 100 Conference. After an introduction
presenting the theme and organization of the panel, this article focuses on the diversity of
conceptualizations of inquiry based education existing today in mathematics education and their
influence on the vision and development of learning trajectories. More precisely, it considers the
conceptualizations respectively associated with Realistic Mathematics Education, Genetic
Constructivism, Tamás Varga’s educational approach and the Anthropological Theory of the
Didactic, presented by the panellists, and also shows the efforts undertaken in European projects to
reach consensusal visions.
Original language | English |
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Pages (from-to) | 63-89 |
Journal | Teaching Mathematics and Computer Science |
Volume | 18 |
Issue number | 3 |
DOIs | |
Publication status | Published - 2020 |
Keywords
- Inquiry based mathematics education
- Learning trajectory
- Realisticmathematics education
- Genetic constructivism
- Tamás Varga’s educational approach
- Lajos Pósamethod
- Anthropological theory of the didactic