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  • In this article, I develop a methodological reflection based on research concerning the role of the history of mathematics in the context of pre-service teacher training. The purpose of the study was to describe the experience of six prospective secondary school mathematics teachers engaged in the reading of historical texts in a history of mathematics course. In the process of research, epistemological tensions emerged between, on the one hand, the need to account for a portion of the participants' intimate personal experience by deploying a phenomenological approach, and on the other hand, the convocation of a historical-cultural perspective of mathematics education focusing on social interaction and artifacts. The answers formulated in response to these epistemological tensions were methodological. I analyze in what way these tensions played a reflexive and emulator role developing both the research methodology and an innovative description adapted to the context of the study, i.e., a polyphonic narration. (xsd:string)
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  • 2021 (xsd:gyear)
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  • 2021 (xsd:gyear)
?:doi
  • 10.17169/fqs-22.1.3544 ()
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  • en (xsd:string)
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?:issn
  • 1438-5627 ()
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  • 1 (xsd:string)
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  • Phenomenological Approach and Bakhtinian Dialogism: Epistemological Tensions and Methodological Responses (xsd:string)
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  • Zeitschriftenartikel (xsd:string)
  • journal_article (en)
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  • GESIS-SSOAR (xsd:string)
  • In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 22, 2021, 1 (xsd:string)
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  • 22 (xsd:string)