Knowledge of Sets: A Didactic Phenomenon

Autor/inn/en	Bingolbali, Erhan; Demir, Gokhan; Monaghan, John D.
Titel	Knowledge of Sets: A Didactic Phenomenon
Quelle	In: International Journal of Science and Mathematics Education, 19 (2021) 6, S.1187-1208 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bingolbali, Erhan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-020-10106-5
Schlagwörter	Mathematical Concepts; Mathematics Education; Textbooks; Curriculum; Educational Theories; Educational Anthropology; Mathematics Instruction + Suchen Sie Ihr Suchwort? Mathematische Bildung; Textbook; Text book; Schulbuch; Lehrbuch; Curricula; Lehrplan; Rahmenplan; Educational theory; Theory of education; Bildungstheorie; Pädagogische Anthropologie; Mathematics lessons; Mathematikunterricht
Abstract	This paper examines a didactic phenomenon, a perception that the elements of sets have a common property, e.g. that {1, 2, 3} and {a, b, c} are sets but {1, 2, 3, a, b, c} is not a set. The paper reports manifestations of this phenomenon in one country: across a range of school students in textbooks and in curricula and across pre-service and in-service teachers. The paper considers interpretations of the results under various theoretical frameworks and argues that these interpretations can be synthesized around the anthropological theory of the didactic. The paper ends with implications for what is taught under the name 'mathematics'. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01