An essential tension in mathematics education.

Autor/in	Moreno-Armella, Luis
Titel	An essential tension in mathematics education.
Quelle	In: ZDM : mathematics education, 46 (2014) 4, S. 621-633 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704; 1863-9704/E
DOI	10.1007/s11858-014-0580-4
Schlagwörter	Intuition; Archimedisches Prinzip; Infinitesimalrechnung; Mathematikunterricht; Unendlichkeit; Ableitung; Kontinuum; Symbol; Variation
Abstract	There is a problem that goes through the history of calculus: the tension between the intuitive and the formal. Calculus continues to be taught as if it were natural to introduce the study of change and accumulation by means of the formalized ideas and concepts known as the mathematics of Epsilon and Delta. It is frequently considered as a failure that "students still seem to conceptualize limits via the imagination of motion." These kinds of assertions show the tension, the rift created by traditional education between students' intuitions and a misdirected formalization. In fact, I believe that the internal connections of the intuition of change and accumulation are not correctly translated into that arithmetical approach of Epsilon and Delta. There are other routes to formalization which cohere with these intuitions, and those are the ones discussed in this paper. My departing point is epistemic and once this discussion is put forward, I produce a narrative of classroom work, giving a special place to local conceptual organizations.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2015/2