Geodesic
A response to Pawlak's article
Didactica Mathematicae, Tome 41 (2019), pp. 135-138.

Voir la notice de l'article provenant de la source Annales Societatis Mathematicae Polonae Series

One of the main views which appears throughout prof. Pawlak's paper is one initially expressed by Anna Zofia Krygowska, the most influential researcher of mathematics education in Poland. According to this view - the teacher and his preparation, and thus the problems of teaching mathematics, are never "ahistorical" (Krygowska, 1981, as quoted by Pawlak, 2019). In other words, the problems of mathematics education cannot be viewed outside of their historical and cultural contexts. Practically, this means that when we design our teacher training courses, we cannot, e.g., ignore the current scientifc and societal developments and especially the increased use of mobile technologies even for everyday purposes. Prof. Pawlak recognizes this issue and suggests using technology as an aid to motivate students. This brings us to the second overarching view of the paper, namely the importance of motivating students to be involved in mathematics.
DOI : 10.14708/dm.v41i0.7030
Mots-clés : mathematics education, holistic approach, motivation. 
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Konstantinos Tatsis. A response to Pawlak's article. Didactica Mathematicae, Tome 41 (2019), pp.  135-138. doi : 10.14708/dm.v41i0.7030. http://geodesic.mathdoc.fr/articles/10.14708/dm.v41i0.7030/

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