Questioning the world by questioning the exam
DOI:
https://doi.org/10.23925/1983-3156.2019v21i4p127-141Keywords:
codetermination, role of exam, anthropological theory of the didacticsAbstract
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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References
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