Matematikkens sproglighed som didaktisk potentiale
DOI:
https://doi.org/10.7146/nomad.v6i2.146640Abstract
Med udgangspunkt i klassiske og nyere matematikfilosofiske synspunkter redegøres kort for hvorledes matematik som fænomen kan beskrives i sprogteoretiske termer. Derpå diskuteres konsekvenserne af en sådan beskrivelse for to grundlæggende matematikdidaktiske problemkredse: Hvordan begrundes matematikundervisning? Hvordan kan matematikundervisning sætte den lærende i stand til at udvikle kreative (i modsætning til automatiske) kompetencer i udøvelse og anvendelse af faget?
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