Questioning the world by questioning the exam

Autores

  • Britta Eyrich Jessen Department of Science Education, University of Copenhagen, Denmark

DOI:

https://doi.org/10.23925/1983-3156.2019v21i4p127-141

Palavras-chave:

codetermination, role of exam, anthropological theory of the didactics

Resumo

Resumen

En este trabajo se analiza el papel del examen y su impacto en la enseñanza de las matemáticas utilizando el concepto de niveles de codeterminación didáctica de la teoría antropológica de lo didáctico. Se argumenta sobre la necesidad de discutir el papel del examen en relación con los recorridos de estudio e investigación si se quiere cambiar el actual paradigma pedagógico, de la “visita de monumentos” al paradigma del “cuestionamiento del mundo”.
Abstract

This paper discusses the role of the exam and its impact on the teaching of mathematics using the notion of levels of codetermination from the anthropological theory of the didactics. It is argued that a discussion of exam in relation to study and research paths is crucial in order to succeed in changing the current teaching paradigm from “visiting monuments” to “questioning the world”.

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Biografia do Autor

Britta Eyrich Jessen, Department of Science Education, University of Copenhagen, Denmark

Department of Science Education, University of Copenhagen, Denmark

Referências

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Publicado

2019-06-11

Como Citar

JESSEN, B. E. Questioning the world by questioning the exam. Educação Matemática Pesquisa Revista do Programa de Estudos Pós-Graduados em Educação Matemática, São Paulo, v. 21, n. 4, 2019. DOI: 10.23925/1983-3156.2019v21i4p127-141. Disponível em: https://revistas.pucsp.br/index.php/emp/article/view/42548. Acesso em: 14 nov. 2024.

Edição

Seção

Finalizada -El paradigma del cuestionamiento del mundo en la investigación y en la enseñanza - 2019