Open AccessThe study of the obstacles and errors in the modern didactics. Particularizations for middle school mathematics: Methodological aspects of empirical research
Author(s) -
Daniela Căprioară
Publication year - 2012
Publication title -
studia doctoralia
Language(s) - English
DOI - 10.47040/sd0000007
Subject(s) - mathematics education , identification (biology) , field (mathematics) , character (mathematics) , process (computing) , epistemology , control (management) , empirical research , psychology , computer science , mathematics , artificial intelligence , pure mathematics , philosophy , geometry , botany , biology , operating system
The learning approach in a constructivist manner implies, among other things, considering the obstacles that arise in carrying out this process and are manifest, if they are not overcome, at the level of the learning outcome, by errors. In mathematics learning, some of these obstacles are isolated and more difficult to control didactically. However, most of them have a phenomenological character and, consequently, the identification of their nature (epistemological, psychological or didactic (Astolfi, 1997)) is required. This co-ordinate sets new dimensions to the didactic field, generating a new paradigm concerning the role of errors in mathematics study.