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EnglishThis paper starts from the study of the epistemological statute of the didactics of the mathematics (Henry, 1991; D’Amore, 1999), which faces the phenomenon of learning from the point of view of fundaments, in order to give useful and specific considerations for e-learning environments. Investigations on how the triangle teacher-pupil-knowledge changes are presented. Then the model of adidactic situations (Brousseau, 1997) is analysed in the context of e-learning platforms.
| Titolo: | Mathematics and e-learning: a conceptual framework | |
| Autori: | ||
| Data di pubblicazione: | 2005 | |
| Abstract: | This paper starts from the study of the epistemological statute of the didactics of the mathematics (Henry, 1991; D’Amore, 1999), which faces the phenomenon of learning from the point of view of fundaments, in order to give useful and specific considerations for e-learning environments. Investigations on how the triangle teacher-pupil-knowledge changes are presented. Then the model of adidactic situations (Brousseau, 1997) is analysed in the context of e-learning platforms. | |
| Handle: | http://hdl.handle.net/11386/1068972 | |
| ISBN: | 8461132823 | |
| Appare nelle tipologie: | 4.1.2 Proceedings con ISBN |
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