O elementach logiki erotetycznej w edukacji matematycznej
Annales Universitatis Paedagogicae Cracoviensis | Studia ad Didacticam Mathematicae Pertinentia (2012)
- Volume: 4, page 155-166
- ISSN: 2080-9751
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topTadeusz Rams. "O elementach logiki erotetycznej w edukacji matematycznej." Annales Universitatis Paedagogicae Cracoviensis | Studia ad Didacticam Mathematicae Pertinentia 4 (2012): 155-166. <http://eudml.org/doc/296287>.
@article{TadeuszRams2012,
abstract = {Asking questions is one of the most common activities of mathematics teachers at various levels of education. Moreover, the way the teachers formulate questions has profound impact on the results of teaching, especially on their pupils' reasoning process. Erotetic logic is frequently presented in a very formal manner. In this paper, we restrict our attention to these aspects of erotetic logic that can turn it into a useful framework to describe various didactic situations. In particular, the paper contains remarks on question structure, its didactic function, certain criteria of correctness of questions, and various classifications of questions that can be useful for teaching. Finally, we discuss some strategies and techniques of asking questions and encouraging pupils to pose questions.},
author = {Tadeusz Rams},
journal = {Annales Universitatis Paedagogicae Cracoviensis | Studia ad Didacticam Mathematicae Pertinentia},
keywords = {erotetic logic; teaching-lerning process},
language = {pol},
pages = {155-166},
title = {O elementach logiki erotetycznej w edukacji matematycznej},
url = {http://eudml.org/doc/296287},
volume = {4},
year = {2012},
}
TY - JOUR
AU - Tadeusz Rams
TI - O elementach logiki erotetycznej w edukacji matematycznej
JO - Annales Universitatis Paedagogicae Cracoviensis | Studia ad Didacticam Mathematicae Pertinentia
PY - 2012
VL - 4
SP - 155
EP - 166
AB - Asking questions is one of the most common activities of mathematics teachers at various levels of education. Moreover, the way the teachers formulate questions has profound impact on the results of teaching, especially on their pupils' reasoning process. Erotetic logic is frequently presented in a very formal manner. In this paper, we restrict our attention to these aspects of erotetic logic that can turn it into a useful framework to describe various didactic situations. In particular, the paper contains remarks on question structure, its didactic function, certain criteria of correctness of questions, and various classifications of questions that can be useful for teaching. Finally, we discuss some strategies and techniques of asking questions and encouraging pupils to pose questions.
LA - pol
KW - erotetic logic; teaching-lerning process
UR - http://eudml.org/doc/296287
ER -
References
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