Abstract
This paper discusses the role of the exam and its impact on the teaching of mathematics using the notion of levels of codetermination from the anthropological theory of the didactics. It is argued that a discussion of exam in relation to study and research paths is crucial in order to succeed in changing the current teaching paradigm from “visiting monuments” to “questioning the world”.
| Original language | English |
|---|---|
| Journal | Educaçao Matemática Pesquissa |
| Volume | 21 |
| Issue number | 4 |
| Pages (from-to) | 127-141 |
| Number of pages | 15 |
| ISSN | 1983-3156 |
| DOIs | |
| Publication status | Published - 2019 |
| Event | 5th International Conference on the Anthropological Theory of the Didactic - Castro-Urdiales, Castro-Urdiales, Spain Duration: 26 Jan 2016 → 30 Jan 2016 Conference number: 5 |
Conference
| Conference | 5th International Conference on the Anthropological Theory of the Didactic |
|---|---|
| Number | 5 |
| Location | Castro-Urdiales |
| Country/Territory | Spain |
| City | Castro-Urdiales |
| Period | 26/01/2016 → 30/01/2016 |