Questioning the world by questioning the exam

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”

Questioning the world by questioning the exam

ResumenEn este trabajo se analiza el papel del examen y su impacto en la enseñanza de las matemáticas utilizando el concepto de niveles de codeterminación didáctica de la teoría antropológica de lo didáctico. Se argumenta sobre la necesidad de discutir el papel del examen en relación con los recorridos de estudio e investigación si se quiere cambiar el actual paradigma pedagógico, de la “visita de monumentos” al paradigma del “cuestionamiento del mundo”.AbstractThis 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”

What knowledge do in-service teachers need to create SRPs?De quelles connaissances les enseignants en exercice ont-ils besoin pour créer des SRP?

AbstractIn this paper we present ideas regarding what elements of the anthropological theory of didactics in-service teachers need to design study and research paths and realise them in their classrooms. Based on preliminary experiences from other projects we try to identify crucial notions and how they can be transposed in order to support Danish in-service teachers, who has very diverse didactical knowledge.Keyword: Anthropological Theory of the Didactics, professional development, didactic transposition, Study and Research Path.RésuméDans cet article, nous présentons des idées sur les éléments de la théorie anthropologique du didactique en cours qui ont besoin pour concevoir des parcours d’étude et de recherche et les réaliser. Sur la base des expériences préliminaires d'autres projets, nous essayons d'identifier les notions cruciales et comment elles peuvent être transposées afin de soutenir les enseignants danois, qui possède des savoir-faire didactiques très diverses.Mots-clés : Théorie anthropologique de la didactique, développement professionnel, transposition didactique, parcours d'étude et de recherche

Matematikbroen: brobygning for elever gennem efteruddannelse for lærere

Denne artikel præsenterer de fagdidaktiske idéer der er omdrejningspunkt for aktiviteterne i projektet “Matematikbroen – fra grundskole til gymnasium”. Projektet er baseret på begreber fra den antropologiske teori for didaktik (ATD) hvor særligt begrebet matematisk “teknik” er blevet brugt til at identificere hvilke faglige elementer der volder eleverne udfordringer i overgangen. Samme begreb blev brugt i tilrettelæggelsen af efteruddannelse af lærerne med det formål at skabe en bedre overgang i ma-tematik for eleverne. I denne artikel vil vi præsentere hvordan teknikbegrebet er blevet brugt i design af et efteruddannelsestilbud samt undervisningsmaterialer til brug i grundskolens afsluttende klassetrin

Thematic issue of Nomad 2025 – call for papers

The teaching and learning of mathematical modelling in the Nordic and Baltic context

What theories and methodologies are appropriate for studying phenomena related to mathematics curriculum reforms?

This chapter provides an overview of theoretical frameworks and methodologies used to analyse a range of mathematics curriculum reforms from across the globe. The means for analysis that has been developed includes linking broad theoretical frameworks and the levels within these to the lines of research and research questions; units of analysis and data considered; methodological choices; and results obtained in case studies of mathematics curriculum reform. It is proposed that the approach developed and findings presented could inform more systematic and scientific approaches to the design of reforms as well as their analysis