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=100  1\$aLázaro Guillermo, Juan Carlos,$eauthor.$uUniversidad Nacional Intercultural de la Amazonía.$0(orcid)0000000247859344$1https://orcid.org/0000-0002-4785-9344
=245  10$aHans Freudenthal's realistic mathematical theory :$bDidactics and research paradigms /$cJuan Carlos Lázaro Guillermo, Erick Guitton Lozano, Juan Luis Pérez Marín, Milton Juan Carlos Barreda Fachin, Rogger Wagner Peña Pasmiño, Julia Cecilia Yon Delgado.
=250  \\$aSecond edition.
=264  \1$aColonia del Sacramento, Uruguay :$bEditorial Mar Caribe,$c2024.
=264  \4$c©2024
=300  \\$a1 online resource (132 pages).
=336  \\$atext$btxt$2rdacontent
=337  \\$acomputer$bc$2rdamedia
=338  \\$aonline resource$bcr$2rdacarrier
=500  \\$aAvailable through Editorial Mar Caribe.
=504  \\$aIncludes bibliography (pages 125-128).
=505  0\$aIntroductionChapter 1Mathematician and Theorist: Hans FreudenthalMathematics: human activityThe CriticismThe reinventionPhenomenology in didacticsResearch for developmentChapter 2Realistic mathematics educationThe ContextsThe ModelsThe interactionThe theoretical bases: EMRPractical scenarios and challenging circumstancesThe role of the teacherPhenomenologyChapter 3The contextualization of realistic mathematics in educationGuiding principlesThe keysThe didactic perspectives of mathematicsMathematics Education: Theory and PhilosophyThe psychology of mathematics educationProblem solvingChapter 4Fundamental didacticsParadigmsResearch paradigmsThe consolidation of mathematics teachingConclusionLiterature
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aFreudenthal was an enthusiastic advocate of reform in traditional mathematics education. His extensive work as a founder and active participant in groups such as the International Group on Psychology and Mathematics Education (PME) and the International Commission for the Study and Improvement of the Teaching of Mathematics (CIEAEM) contributed to his popularity. In these forums he expressed his opposition to the pedagogical and didactic approaches that prevailed in the mid-twentieth century, such as operational goal theory, structured assessment tests, standardized educational research, and the direct application of Piaget's structuralism and constructivism in the classroom.
=538  \\$aMode of access: World Wide Web.
=540  \\$aThe text of this book is licensed under a Creative Commons Attribution-NonCommercial 4.0 International license (CC BY-NC 4.0). For more detailed information consult the publisher's website.$uhttps://creativecommons.org/licenses/by-nc/4.0/
=588  0\$aMetadata licensed under CC0 Public Domain Dedication.
=700  1\$aGuitton Lozano, Erick,$eauthor.$uUniversidad Nacional Intercultural de la Amazonía.$0(orcid)0000000188190555$1https://orcid.org/0000-0001-8819-0555
=700  1\$aPérez Marín, Juan Luis Pérez Marín,$eauthor.$uUniversidad Nacional Intercultural de la Amazonía.$0(orcid)0000000236711782$1https://orcid.org/0000-0002-3671-1782
=700  1\$aBarreda Fachin, Milton Juan Carlos Barreda Fachin,$eauthor.$uUniversidad Nacional de Ucayali.$0(orcid)0000000169478078$1https://orcid.org/0000-0001-6947-8078
=700  1\$aPeña Pasmiño, Rogger Wagner Peña Pasmiño,$eauthor.$uUniversidad Nacional Intercultural de la Amazonía.$0(orcid)0000000205490956$1https://orcid.org/0000-0002-0549-0956
=700  1\$aYon Delgado, Julia Cecilia,$eauthor.$uUniversidad Nacional Intercultural de la Amazonía.$0(orcid)0000000341192072$1https://orcid.org/0000-0003-4119-2072
=700  1\$aPernalete Lugo, Josefrank,$eeditor.$uEditorial Mar Caribe.$0(orcid)0000000266251334$1https://orcid.org/0000-0002-6625-1334
=700  1\$aRossel, Ysaelen Josefina Odor,$etranslator.
=700  1\$aCaceres, Yelitza Sanchez,$econtributions by.
=710  2\$aEditorial Mar Caribe,$epublisher.
=856  40$uhttps://doi.org/10.70288/emc.9789915970660$zConnect to e-book
=856  42$uhttps://editorialmarcaribe.es/wp-content/uploads/2024/09/1-12.png$zConnect to cover image
=856  42$uhttps://creativecommons.org/publicdomain/zero/1.0/$zCC0 Metadata License