DIDACTICAL VS. MATHEMATICAL MODELLING OF THE NOTION COMPETENCE IN MATHEMATICS EDUCATION: CASE OF 9-10-YEAR OLD PUPILS' PROBLEM SOLVING
2011
Abstract
In the paper, the authors investigate experimentally the notion of "competence" applied to mathematical education, more precisely the idea by which teaching cognitive and metacognitive strategies could allow pupils to learn mathematics better. They first identify the psychological model of this perspective and then underline the insufficiency of that approach, showing that pupils' solving strategies are not independent of situations and solving contexts.