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dc.contributor.authorGonzález-Martín, Alejandro S.
dc.contributor.authorGiraldo, Victor
dc.contributor.authorSouto, Alexandre M.
dc.date.accessioned2017-04-06T14:20:06Z
dc.date.available2017-04-06T14:20:06Z
dc.date.issued2013-07
dc.identifier.urihttp://hdl.handle.net/1866/18324
dc.publisherTaylor & Francisfr
dc.subjectreal numbersfr
dc.subjectirrational numbersfr
dc.subjecttextbooks analysisfr
dc.subjectpraxeologyfr
dc.subjectmathematical organisationfr
dc.titleThe introduction of real numbers in secondary education. An institutional analysis of textbooksfr
dc.typeArticlefr
dc.contributor.affiliationUniversité de Montréal. Faculté des sciences de l'éducationfr
dc.identifier.doi10.1080/14794802.2013.803778
dcterms.abstractIn this paper we analyse the introduction of irrational and real numbers in secondary textbooks, and specifically the propositions on how these should be taught, in a sample of Brazilian textbooks used in state schools and approved by the Ministry of Education. The analyses discussed in this paper follow an institutional perspective (using Chevallard's Anthropological Theory of Didactics). Our results indicate that the notion of irrational number is generally introduced on the basis of the decimal representation of numbers, and that the mathematical need for the construction of the field of real numbers remains unclear in the textbooks. It seems that textbooks used in secondary teaching institutions develop mathematical organisations which focus on the practical block.fr
dcterms.languageengfr
UdeM.VersionRioxxVersion acceptée / Accepted Manuscript
oaire.citationTitleResearch in mathematics education
oaire.citationVolume15
oaire.citationIssue3
oaire.citationStartPage230
oaire.citationEndPage248


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