Twenty Years of French 'Didactique' Viewed from the United States
Saved in:
| Title: | Twenty Years of French 'Didactique' Viewed from the United States |
|---|---|
| Language: | English |
| Authors: | Kilpatrick, Jeremy |
| Source: | For the Learning of Mathematics. 2003 23(2):23-27. |
| Availability: | FLM Publishing Association. 382 Education South, University of Alberta, Edmonton, Alberta T6G 2G5, Canada. e-mail: flm2@ualberta.ca; Web site: http://flm.educ.ualberta.ca |
| Peer Reviewed: | Y |
| Page Count: | 5 |
| Publication Date: | 2003 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Mathematics Education, Educational Change, Educational Practices, Science Education History, Cultural Influences, Educational Research, Research Utilization, Foreign Countries |
| Geographic Terms: | France, United States |
| ISSN: | 0228-0671 |
| Abstract: | One cannot begin considering the topic of this colloquium without asking, why twenty years? Why not two hundred? Two hundred years ago, Silvestre Franois Lacroix was about to be named chief officer of the Commission Executive de L'Instruction Publique. Out of that experience, together with his long career in instruction, especially as professor of mathematics at the Ecole Centrale des Quatres Nations, he drew an analysis of teaching that has seldom been surpassed in its deep insights and broad understanding of education in general and mathematics education in particular (Lacroix, 1816). While many countries around the world (including France) can trace activity in mathematics education back several centuries or more, as communities of researchers, the French have a short history. Two decades covers the time not only when French didactics of mathematics began to flourish through the establishment of research groups in universities but also when the international community of researchers in mathematics education began to develop its own identity. Here the author attempts in this article to examine the contributions of French didactics of mathematics from an American perspective. |
| Abstractor: | ERIC |
| Number of References: | 41 |
| Entry Date: | 2016 |
| Access URL: | https://flm-journal.org/Articles/770E5EBEC85B9809872F5BC8EB06C4.pdf |
| Accession Number: | EJ1106681 |
| Database: | ERIC |
| Abstract: | One cannot begin considering the topic of this colloquium without asking, why twenty years? Why not two hundred? Two hundred years ago, Silvestre Franois Lacroix was about to be named chief officer of the Commission Executive de L'Instruction Publique. Out of that experience, together with his long career in instruction, especially as professor of mathematics at the Ecole Centrale des Quatres Nations, he drew an analysis of teaching that has seldom been surpassed in its deep insights and broad understanding of education in general and mathematics education in particular (Lacroix, 1816). While many countries around the world (including France) can trace activity in mathematics education back several centuries or more, as communities of researchers, the French have a short history. Two decades covers the time not only when French didactics of mathematics began to flourish through the establishment of research groups in universities but also when the international community of researchers in mathematics education began to develop its own identity. Here the author attempts in this article to examine the contributions of French didactics of mathematics from an American perspective. |
|---|---|
| ISSN: | 0228-0671 |
