In this research the mathematics teacher’s point of view is investigated on his professional knowledge. In particular: What does he mean for “professionalism”? Does he really perceive himself as a “professional”? And how does he perceive himself as a “professional” or non a “professional”? Of what nature is his professional knowledge? On which bases are his professional practices founded? What are the sources and the limits of this knowledge? What, if any, epistemological status do his beliefs regarding the term “professional” have? The mathematics teacher’s epistemology, then, is the leading thread of the whole research. The data obtained about the teacher’s knowledge and beliefs are interpreted both in their individual (cognitive) dimension and their institutional (anthropological) dimension, therefore, within a wide theoretical framework, that includes both pragmatic and realist views of the didactic of mathematics.
|Numero di pagine||24|
|Rivista||LA MATEMATICA E LA SUA DIDATTICA|
|Stato di pubblicazione||Published - 2007|