Annotation:Text:Conceptual Models in Educational Research and Practice/Xjvsdtgv3c

Annotation of	Text:Conceptual_Models_in_Educational_Research_and_Practice
Annotation Comment
Last Modification Date	2019-06-11T12:03:52.633Z
Last Modification User	User:Sarah Oberbichler
Annotation Metadata	^"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°

Innovationstyp	Neuen Weg aufzeigen

Innovationstyp	Kritik an der traditionellen Erkenntnistheorie