Se describen las principales ideas del trabajo de Hans Freudenthal (1905-1990), el matemático y educador matemático holandés, relacionadas con teoría curricular y didáctica. Se explora el credo educacional de Freudenthal: “la matemática es una actividad humana”. Desde este punto de partida pedagógico, el criticismo de la investigación educativa y las teorías de la educación han sido exploradas y desencarnadas. La aproximación de Freudenthal a la educación matemática, al desarrollo de la investigación y del currículum pueden ser vistos como alternativas a las principales aproximaciones anglo-sajonas a la teoría del currículum

Gravemeijer, K.P.E.

Terwel, J.

The main ideas in the work of Hans Freudenthal (1905-1990), the Dutch mathematician and mathematics educator, related to curriculum theory and didactics are described. Freudenthal's educational credo, 'mathematics as a human activity', is explored. From this pedagogical point of departure, Freudenthal's criticism of educational research and educational theories is sketched and fleshed out. Freudenthal's approaches to mathematics education, developmental research and curriculum development can be seen as alternatives to the mainstream 'Anglo-Saxon' approaches to curriculum theory

Gravemeijer, KPE Koeno

Terwel, J

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Hans Freudenthal, A mathematician on didactics and curriculum theory

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HANS FREUDENTHAL, un matemático en Didáctica y teoría curricular

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Hans Freudenthal a mathematician on didactics and curriculum theory.

Se describen las principales ideas del trabajo de Hans Freudenthal (1905-1990), elmatemático y educador matemático holandés, relacionadas con teoría curricular y didáctica. Se explora el credo educacional de Freudenthal: “la matemática es una actividad humana”. Desde este punto de partida pedagógico, el criticismo de la investigación educativa y las teorías de la educación han sido exploradas y desencarnadas. La aproximación de Freudenthal a la educación matemática, al desarrollo de la investigación y del currículum pueden ser vistos como alternativas a las principales aproximaciones anglo-sajonas a la teoría del currículum

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ematician and mathematics educator, related to curriculum theory and didactics are described. Freudenthal ’ s educational credo,  ` mathematics as a human activity ’ , is explored. From this pedagogical point of departure, Freudenthal ’ s criticism of educational research and educational theories is sketched and ¯ eshed out. Freudenthal ’ s approaches to mathematics education, developmental research and curriculum development can be seen as alternatives to the mainstream ` Anglo-Saxon’ approaches to curriculum theory. During his professional life, Hans Freudenthal ’ s views contradicted almost every contemporary approach to educational ` reform ’ : the ` new ’ math-ematics, operationalized objectives, rigid forms of assessment, standardized quantitative empirical research, a strict division of labour between cur-riculum research and development, or between development and imple-mentation. Looking back from the present, it is of great interest to see how his ideas, which may at the time have seemed to embody recalcitrance for its own sake, have now become widely accepted. It would, of course, be far

K. Gravemeijer

J. Terwel

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Hans Freudenthal: a mathematician on didactics and curriculum theory

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http://dare.ubvu.vu.nl/bitstream/handle/1871/10770/JCSGravemeijer%26Terwel2000.pdf;jsessionid=43034E7670A32E7DF82867DDC8E90172?sequence=1

HANS FREUDENTHAL, un matemático en Didáctica y teoría curricular

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