Learning: Creation or Re-creation? From Constructivism to the Theory of Didactical Situations

Abstrakt

The authors deconstruct the idea of creativity in its mysterious and romantic dimension on the crossing of three paradoxes; they show, based on teaching situations analyses, that it concerns giving less interest to the creation itself than to conditions of its emergence. The defended idea is: what pupils have to learn is exactly what the teacher cannot teach them and so corresponds to what they have to create.

Learning mathematics is learning a special way of using it when solving new problems. Thus research of conditions of this re-creation of mathematics is in the centre of teacher's activity.

Klíčová slova

• Learning mathematics
• didactical situation
• creation and re-creation of mathematics
• problem solving