Extended Abstracts Spring 2019 : Advances in the Anthropological Theory of the Didactic / edited by Berta Barquero, Ignasi Florensa, Pedro Nicolás, Noemí Ruiz-Munzón.

Format:

Book

Contributor:

Barquero, Berta, editor.

Series:

Research Perspectives CRM Barcelona, 2509-7415 ; 13

Language:

English

Subjects (All):

Mathematics--Study and teaching.

Mathematics.

Mathematics Education.

Local Subjects:

Mathematics Education.

Physical Description:

1 online resource (227 pages)

Edition:

1st ed. 2021.

Place of Publication:

Cham : Springer International Publishing : Imprint: Birkhäuser, 2021.

Summary:

The book presents research works developed within the Anthropological Theory of the Didactic (ATD) by senior and young researchers that participated in the Intensive Research Program “Advances in the anthropological theory of the didactic and their consequences in curricula and teacher education” held at the Centre de Recerca Matematica (CRM) in Barcelona. It is organized in three axes of current research on the ATD: teacher education and the professionalization of teaching; the curriculum problem in the historical transition from the classical paradigm of visiting works to the emerging didactic paradigm of questioning the world; and research in didactics at the university level.

Contents:

Preface

Part 1. Mathematics teacher education and the professionalisation of teaching

Modifying teachers’ didactic praxeologies in the perspective of the paradigm of questioning the world: the case of the technological-theoretical moment

Pre-service teachers’ MPCK enhancements using the framework of anthropological theory of the didactic

Evolution of a teacher-researcher while developing a co-disciplinary study and research path through five implementations

Building reference paradidactic praxeological modelsfor investigating teachers’ reflection

Reflections on teacher professionalisation – a German perspective

A co-disciplinary research and study path within two groups of pre-service mathematics teacher education

The ecology of the didactic divide in teacher education

The gap between studying a generating question and planning lessons based on it

Prospective teachers solving a percentage problem: An analysisof the construction of a praxeology

Part 2. The curriculum problem and the paradigm of questioning the world

Didactic praxeologies taking into consideration the collective dimension of the generating question’ when implementing study and research paths in French secondary schools

Overview of research on textbooks in Brazilian compulsory education

Study and research in graph theory: A case of a Japanese upper secondary school

Kernels of mathematical thinking as task and curriculum design tools in the Pósa method

The constitution of the “milieu” during an inquiry process: an analysis in terms of question-answer and media-milieu dialectics

Pre-service teachers’ design an inquiry task through study and research paths for teacher education

The cooperative works, a teacher training system open to the local social network

A praxeological analysis of the proposal for teaching probability in Brazilian textbooks of compulsoryeducation

How long would it take to open a padlock? A study and research path with grade 10 students

Part 3. Research in didactics at the university level

Deployment of study and research paths in mechanical engineering

Didactic potentials of a task sequence: teaching the notion of a space curve

A reference epistemological model for the case of conics

On the didactic transposition of the concept of ideal at the Bachelor level

Two tasks to teach randomness and probability reasoning

The problem-based learning through the e-portfolio as a methodological basis for the acquisition of the transversal competence of solidarity and social commitment in mathematics subjects

On a vector calculus task that led to the formation of a praxeology: a lucky accident or an implicit fine design?.

ISBN:

3-030-76413-3

OCLC:

1287134929