Author(s): Passos, Adriana Quimentão ; de Buriasco, Regina Luzia Corio [UNESP] ; Soares, Maria Tereza Carneiro
Date: 2020
Persistent ID: http://hdl.handle.net/11449/198684
Origin: Oasisbr
Subject(s): Assessment Principles; Mathematics Education; Realistic Mathematics Education; Van Hiele; Assessment Principles; Assessment Principles; Mathematics Education; Mathematics Education; Realistic Mathematics Education; Realistic Mathematics Education; Van Hiele; Van Hiele
Made available in DSpace on 2020-12-12T01:19:24Z (GMT). No. of bitstreams: 0 Previous issue date: 2019-01-01
This article originated in a research that investigated possible relations between the principles of Realistic Mathematical Education assessment and the learning process phases proposed by Dina Van Hiele-Geldof and Pierre Van Hiele, seeking approaches. The work was developed in a research perspective of theoretical nature, of the speculative type. It highlights the educational aspect of Van Hiele's work, in particular, the learning process phases: information, guided guidance, exploitation, free orientation, and integration. It considers that the learning process phases of Van Hiele's approach are another auxiliary element in the elaboration of mathematical knowledge from situations that can be mathematized, developed through a guided reinvention process based on information collected in assessment situations.
Universidade Estadual de Londrina (UEL)
Secretaria Estadual de Educação do Paraná
Universidade Estadual Paulista (UNESP)
Departamento de Matemática
Universidade de São Paulo (USP)
Departamento de Planejamento de Administração Escolar Universidade Federal do Paraná (UFPR)
UFPR, Rua Gal. Carneiro, 460, 5ºandar
Universidade Estadual Paulista (UNESP)
