The The study of the obstacles and errors in the modern didactics. Particularizations for middle school mathematics: Methodological aspects of empirical research

Daniela Căprioară

doi:10.47040/sd/sdpsych.v1i1-2.7

Autori

Daniela Ovidius University, Constanța Autor

DOI:

https://doi.org/10.47040/sd/sdpsych.v1i1-2.7

Cuvinte cheie:

didactics, learning process, obstacle, error, research methodology

Rezumat

The learning approach in a constructivist manner implies, among other things, considering the obstacles that arise in carrying out this process and are manifest, if they are not overcome, at the level of the learning outcome, by errors. In mathematics learning, some of these obstacles are isolated and more difficult to control didactically. However, most of them have a phenomenological character and, consequently, the identification of their nature (epistemological, psychological or didactic (Astolfi, 1997)) is required. This co-ordinate sets new dimensions to the didactic field, generating a new paradigm concerning the role of errors in mathematics study.

Biografie autor

Daniela, Ovidius University, Constanța

Principal Lecturer PhD at the Didactic Staff Training Department, "Ovidius" University Constanta

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