Towards the paradigm of questioning the world
This module focuses on the case in which the didactic system is built around a question to answer instead of a piece of knowledge to learn. This change of focus requires a change of paradigm where the visit of works is embedded into the broader paradigm of questioning the world. Notions like the Herbartian schema and the study and research paths are used to analyse inquiry processes, their components and dynamics.
Modules 7 and 8 rely on a lecture given by Marianna Bosch at the International Congress of Mathematicians in 2018:
• Bosch, M. (2018). Study and research paths: A model for inquiry. Proceedings of the International Congress of Mathematicians. Rio de Janeiro, Vol. 3 (4001–4022).
There are many texts in English about the change of paradigm and the new epistemology based on the inquiry into questions. Here are some examples in chronological order:
• Chevallard, Y. (2007). Readjusting Didactics to a Changing Epistemology. European Educational Research Journal 6(2), 131-134.
• Chevallard, Y. (2015). Teaching Mathematics in tomorrow’s society: A case for an oncoming counter paradigm. In S. J. Cho (Ed.), Proceedings of the 12th International Congress on Mathematical Education (pp. 173-187). Springer International Publishing.
• Bosch, M., & Winsløw, C. (2015). Linking problem solving and learning contents: The challenge of self-sustained study and research processes. Recherches En Didactique Des Mathématiques, 35(3), 357–399.
• Bosch, M., Chevallard, Y., Garcia, F. J., & Monhagan, J. (2020). Working with the anthropological theory of the didactic. A comprehensive casebook. Routledge. (Chapters 7, 8, 9).