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^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Xjvsdtgv3c","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ6Ӻ","startOffset":708,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ6Ӻ","endOffset":1410°Ӻ,"quote":"The traditionalists essentially ignore the mathematical knowledge of children and proceed on the formalist’ assumption that there is a world of mathematical objects, a world independent of the thinking individual (Brouwer,1913). In a relativistic world view, various frames of reference must be taken into account. Taking children’s frames of reference into consideration, as well as those of adults, has made us aware of how limited traditional educational practices are. Once one gives up the idea that knowledge is a commodity that can be transferred from a teacher to a learner, it becomes imperative to replace that idea with some notion as to what does and what could go on in the learner’s head.","highlights":Ӷ^"jQuery3210446846850196055742":^°°,^"jQuery3210446846850196055742":^°°,^"jQuery3210446846850196055742":^°°Ӻ,"text":"","order":"mw-content-text","category":"Innovationsdiskurs2","data_creacio":1560247432117°
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