Abstract
The aim of this paper is to show the classical pedagogic formalism paradigm has been constituted in the light of four analytic categories as fallows: the conception of mathematics underlying the paradigm; the conception of the aims of mathematical education and of the values it is supposed to promote; the conception of the way the learner can acquire mathematical knowledge and the conception of the teaching method in mathematics.This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright (c) 2014 Zetetiké: Revista de Educação Matemática
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