Zobrazeno 1 - 10
of 192
pro vyhledávání: '"Ole Skovsmose"'
Autor:
Renato Marcone José de Souza, Patricia Rosana Linardi, Raquel Milani, Amanda Queiroz Moura, João Pedro Antunes de Paulo, Michela Tuchapesk da Silva, Miriam Godoy Penteado, Ole Skovsmose
Publikováno v:
Prometeica, Iss 27 (2023)
Externí odkaz:
https://doaj.org/article/5bafde847777444f8aba6171e6408eae
Publikováno v:
Education Sciences, Vol 13, Iss 10, p 1059 (2023)
After providing a brief summary of what has already been said about pedagogical imagination, data are presented showing how prospective mathematics teachers can become engaged in such imaginations. With reference to this data, the notion of pedagogic
Externí odkaz:
https://doaj.org/article/ad69850de90a4097aa046f38156db6d6
Autor:
Ole Skovsmose
Publikováno v:
Revista Colombiana de Educación, Iss 86 (2022)
Critical mathematics education can be characterized by its many concerns. I refer here to four of them connected to social justice and politics, power and mathematics, students’ future possibilities, and the socio-political structuring of education
Externí odkaz:
https://doaj.org/article/681bbf0bbef647c08cde3ed677bfafac
Autor:
Ole Ravn Christensen, Ole Skovsmose
Publikováno v:
Revista Brasileira de História da Matemática (2020)
There are many different kinds of rules and regulations: mathematical laws, laws of nature, grammar rules, traffic regulations. Though they may all be categorised as laws, they are quite dissimilar. And yet: Might there be a certain correlation betwe
Externí odkaz:
https://doaj.org/article/58a9924f432945eeaf52a03733d2489f
Publikováno v:
Journal of Urban Mathematics Education, Vol 11, Iss 1&2 (2018)
Externí odkaz:
https://doaj.org/article/7907a5092d5a4ee4a9e6d8356f44ae62
Publikováno v:
Revista Latinoamericana de Etnomatemática, Vol 1, Iss 2, Pp 111-136 (2008)
La diversidad cultural de los estudiantes es un factor importante de considerar en una educación matemática que se preocupa por la equidad. Sostenemos que la significación de la educación matemática no está dada sólo por la comprensión de con
Externí odkaz:
https://doaj.org/article/ac3e918d57d94dffad8f2546ef79b07c
Autor:
Ole Skovsmose, Paola Valero
Publikováno v:
Utbildning & Demokrati, Vol 14, Iss 2, Pp 57-71 (2005)
Externí odkaz:
https://doaj.org/article/b0d4137e68aa4cda9038584aff7a438c
Autor:
Renuka Vithal, Ole Skovsmose
Publikováno v:
Pythagoras, Vol 33, Iss 2, Pp e1-e3 (2012)
No abstract available.
Externí odkaz:
https://doaj.org/article/1c40161448ac49baa0892f49c842e8b6
Autor:
Ole Skovsmose
Publikováno v:
Pythagoras, Vol 33, Iss 2, Pp e1-e8 (2012)
A foreground is formed through the possibilities, tendencies, propensities, obstructions, barriers, hindrances, et cetera, which his or her context provides for a person. Simultaneously, a foreground is formed through the person’s interpretations o
Externí odkaz:
https://doaj.org/article/bc2ef77c8c26459b80b4fbd50850589c
Publikováno v:
Bolema, Vol 22, Iss 34 (2009)
Students’ cultural diversity is an important factor to consider in a mathematics education concerned with equity. We argue that the significance of mathematics education is not only given by the understanding of mathematical concepts but also by st
Externí odkaz:
https://doaj.org/article/bdb5873f4bf1403fbbafe8d605c46cf4