Problem solving in France: Didactic and curricular perspectives.

Autor/inn/en	Artigue, Michèle; Houdement, Catherine
Titel	Problem solving in France: Didactic and curricular perspectives.
Quelle	In: ZDM : mathematics education, 39 (2007) 5-6, S. 365-382 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704
DOI	10.1007/s11858-007-0048-x
Schlagwörter	Problemlösen; Didaktische Analyse; Curriculumentwicklung; Unterrichtspraxis; Mathematikunterricht; Frankreich
Abstract	In this paper, we address the issue of problem solving in classrooms in France through two different and complementary approaches: didactic research and curricular choices. These two approaches correspond to two different, but not independent perspectives on problem solving and we investigate the existing links between them. We show that in France, the solving of problems is given a central role both in didactic research and curricular choices and that problem solving, as generally understood, is an object taking controversial positions, and we try to elucidate the rationale behind such positions. This paper is structured into two main parts: the first part devoted to didactic research, the second part to curricula, and one last part, discussion, wherein we question didactic research and curricula as regards their potential for influencing the reality of problem solving in classroom practices.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2010/1