论文信息 - Learning from history for teaching in the future

Learning from history for teaching in the future

Reflecting on the learning process of topologist Stephen Smale, certain properties and characteristics of that process are selected and analysed: the question and anticipation of future mathematics, the generalising potential thereof, and the shift from after-image or `model of ...' to pre-image or `model for ...'. These features are explored for the benefit of the design of learning-teaching sequences in mathematics education, and are illustrated in a variety of examples.

Leen Streefland | L. Streefland

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