Différences
Ci-dessous, les différences entre deux révisions de la page.
| Les deux révisions précédentesRévision précédente | Prochaine révisionLes deux révisions suivantes |
| mathematiques:start [2022/02/24 11:08] – villersd | mathematiques:start [2023/04/15 23:18] – villersd |
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| * [[https://www.independent.org/news/article.asp?id=13604|Replace the Proposed New California Math Curriculum Framework: News: The Independent Institute]] | * [[https://www.independent.org/news/article.asp?id=13604|Replace the Proposed New California Math Curriculum Framework: News: The Independent Institute]] |
| * [[https://fillingthepail.substack.com/p/tessellated-with-good-intentions|Tessellated with good intentions - by Greg Ashman]] | * [[https://fillingthepail.substack.com/p/tessellated-with-good-intentions|Tessellated with good intentions - by Greg Ashman]] |
| | * [[https://www.iejme.com/download/designing-mathematics-standards-in-agreement-with-science-13179.pdf|Designing mathematics standards in agreement with science]] Hartman, J. R., Hart, S., Nelson, E. A., & Kirschner, P. A. (2023). International Electronic Journal of Mathematics Education, 18(3), em0739. DOI: 10.29333/iejme/13179 → conclusion : **“Science has discovered that when the brain tries to reason with not-well-memorized information, stringent limits apply. In publications for educators, the importance of automaticity to work around WM limits has been noted since 1996 (Hirsch, 1996). Yet since that time in most states, key K-12 standards have continued to require young students to solve math problems by reasoning in ways science says their brains simply cannot manage.”** |
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