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Hans Freudenthal: Perspectives in Mathematics Education and Phenomenological Analysis

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Title: Hans Freudenthal: Perspectives in Mathematics Education and Phenomenological Analysis
Language: English
Authors: Adolfo Angulo Romero (ORCID 0000-0003-2128-843X), Francisco Eduardo Rengifo Silva (ORCID 0000-0001-5826-4058), Atanacia Santacruz Espinoza (ORCID 0000-0002-3103-8947), Jesús Ttito Quispe (ORCID 0000-0003-2981-8343), Alan Christian López Castillo (ORCID 0009-0003-7773-2031), Fausto David Berrocal Huarcaya (ORCID 0009-0000-1224-9741)
Source: Online Submission. 2024.
Peer Reviewed: N
Page Count: 84
Publication Date: 2024
Document Type: Non-Print Media
Reports - Research
Education Level: Early Childhood Education
Elementary Secondary Education
Descriptors: Mathematics Education, Phenomenology, Mathematics Curriculum, Educational Theories, Curriculum Development, Teacher Role, Student Role, Research and Development, Educational Innovation, Algebra, Geometry, Early Childhood Education, Statistics Education, Probability, Mathematical Concepts, Concept Formation, Constructivism (Learning), Elementary Secondary Education
Abstract: For Freudenthal, the practice of mathematics in the curriculum is not a set of predetermined theories, goals and means. On the contrary, it is always associated with positively understood phenomenological processes in mathematics, as the curriculum is often used in conjunction with the transformation or development of practice. For Freudenthal (1968), educational theory was a practical endeavour from which new theoretical ideas could emerge as a kind of scientific by-product. In his view, curriculum development should not take place from the academic ivory tower, but in schools, in collaboration with teachers and students. He expressed similar ideas and, by calling for a practical curriculum, eloquently questioned curriculum theory in research and development and innovation.
Abstractor: As Provided
Entry Date: 2024
Accession Number: ED661552
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED661552
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PubType: Electronic Resource
PubTypeId: electronicResource
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  Data: Hans Freudenthal: Perspectives in Mathematics Education and Phenomenological Analysis
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Adolfo+Angulo+Romero%22">Adolfo Angulo Romero</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2128-843X">0000-0003-2128-843X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Francisco+Eduardo+Rengifo+Silva%22">Francisco Eduardo Rengifo Silva</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5826-4058">0000-0001-5826-4058</externalLink>)<br /><searchLink fieldCode="AR" term="%22Atanacia+Santacruz+Espinoza%22">Atanacia Santacruz Espinoza</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3103-8947">0000-0002-3103-8947</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jesús+Ttito+Quispe%22">Jesús Ttito Quispe</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2981-8343">0000-0003-2981-8343</externalLink>)<br /><searchLink fieldCode="AR" term="%22Alan+Christian+López+Castillo%22">Alan Christian López Castillo</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-7773-2031">0009-0003-7773-2031</externalLink>)<br /><searchLink fieldCode="AR" term="%22Fausto+David+Berrocal+Huarcaya%22">Fausto David Berrocal Huarcaya</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-1224-9741">0009-0000-1224-9741</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Online+Submission%22"><i>Online Submission</i></searchLink>. 2024.
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  Data: 84
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  Data: 2024
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Mathematics+Education%22">Mathematics Education</searchLink><br /><searchLink fieldCode="DE" term="%22Phenomenology%22">Phenomenology</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Curriculum%22">Mathematics Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Theories%22">Educational Theories</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Development%22">Curriculum Development</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Role%22">Student Role</searchLink><br /><searchLink fieldCode="DE" term="%22Research+and+Development%22">Research and Development</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Innovation%22">Educational Innovation</searchLink><br /><searchLink fieldCode="DE" term="%22Algebra%22">Algebra</searchLink><br /><searchLink fieldCode="DE" term="%22Geometry%22">Geometry</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Statistics+Education%22">Statistics Education</searchLink><br /><searchLink fieldCode="DE" term="%22Probability%22">Probability</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+Concepts%22">Mathematical Concepts</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+Formation%22">Concept Formation</searchLink><br /><searchLink fieldCode="DE" term="%22Constructivism+%28Learning%29%22">Constructivism (Learning)</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Label: Abstract
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  Data: For Freudenthal, the practice of mathematics in the curriculum is not a set of predetermined theories, goals and means. On the contrary, it is always associated with positively understood phenomenological processes in mathematics, as the curriculum is often used in conjunction with the transformation or development of practice. For Freudenthal (1968), educational theory was a practical endeavour from which new theoretical ideas could emerge as a kind of scientific by-product. In his view, curriculum development should not take place from the academic ivory tower, but in schools, in collaboration with teachers and students. He expressed similar ideas and, by calling for a practical curriculum, eloquently questioned curriculum theory in research and development and innovation.
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  Data: As Provided
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  Data: 2024
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  Data: ED661552
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 84
    Subjects:
      – SubjectFull: Mathematics Education
        Type: general
      – SubjectFull: Phenomenology
        Type: general
      – SubjectFull: Mathematics Curriculum
        Type: general
      – SubjectFull: Educational Theories
        Type: general
      – SubjectFull: Curriculum Development
        Type: general
      – SubjectFull: Teacher Role
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      – SubjectFull: Student Role
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      – SubjectFull: Research and Development
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      – SubjectFull: Educational Innovation
        Type: general
      – SubjectFull: Algebra
        Type: general
      – SubjectFull: Geometry
        Type: general
      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Statistics Education
        Type: general
      – SubjectFull: Probability
        Type: general
      – SubjectFull: Mathematical Concepts
        Type: general
      – SubjectFull: Concept Formation
        Type: general
      – SubjectFull: Constructivism (Learning)
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
    Titles:
      – TitleFull: Hans Freudenthal: Perspectives in Mathematics Education and Phenomenological Analysis
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            NameFull: Adolfo Angulo Romero
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            NameFull: Francisco Eduardo Rengifo Silva
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            NameFull: Atanacia Santacruz Espinoza
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            NameFull: Fausto David Berrocal Huarcaya
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            – D: 01
              M: 01
              Type: published
              Y: 2024
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