An onto-semiotic approach to the analysis of the affective domain in mathematics education

2019 ◽  
Vol 50 (1) ◽  
pp. 1-20
Author(s):  
Pablo Beltrán-Pellicer ◽  
Juan D. Godino
Keyword(s):  
Mathematics Education ◽  
Affective Domain ◽  
Semiotic Approach

scholarly journals The onto-semiotic approach to research in mathematics education

ZDM ◽  
2007 ◽  
Vol 39 (1-2) ◽  
pp. 127-135 ◽  
Author(s):  
Juan D. Godino ◽  
Carmen Batanero ◽  
Vicenç Font
Keyword(s):  
Mathematics Education ◽  
Semiotic Approach ◽  
Research In Mathematics Education

scholarly journals DISPOSISI MATEMATIS DAN PEMBELAJARAN MATEMATIKA HUMANIS BAGI MAHASISWA PENDIDIKAN MATEMATIKA

2018 ◽  
Vol 9 (2) ◽  
pp. 12
Author(s):  
Yulis Jamiah
Keyword(s):  
Number Theory ◽  
Mathematics Education ◽  
Positive Attitude ◽  
Mathematics Learning ◽  
Learning Model ◽  
Affective Domain ◽  
Cognitive Domain ◽  
Application Model ◽  
Mathematical Dispositions ◽  
Descriptive Method

ABSTRAKThis research purposed to obtain the overview of mathematical disposition of student mathematics education, especially the students who took number theory subject. In obtaining these overview will be applied by humanis mathematics learning model. The specific purpose of this research are: 1) describe mathematics disposition of the students; 2) describe the process of application model to increase mathematic dispositions of the student; 3) describe the effectiveness of application model. The purposes are achieved through several stages, including: 1) analyze the theoretical; 2) explore the characteristics of a mathematical disposition; (3) identify and analyze problems; (4) reviewing the learning model; (5) applying model to increase mathematic dispositions that based on observation; 6) gives a questionnaire about mathematical disposition; and 7) analyzing the data. The method used in this research is descriptive method. Based on the purpose that disclosed, the results of research: 1) mathematical disposition of the students after the application model, shows 74% very positive attitude; 24% positive attitude; and 2% doubtful attitude; 2) the process of application model that facilitates appearance of a mathematical disposition of the students based on ability cognitive domain, affective domain, and domain skills, showing the criteria very well and good; and 3) the application of humanis mathematics learning model effective to increase mathematics disposition of the students in Number theory subject. Keywords: Humanis Mathematics Learning Model, Mathematical Dispositions

Realising Values Through a Probability Activity

2013 ◽  
Vol 63 (2) ◽  
Author(s):  
Pumadevi Sivasubramaniam
Keyword(s):  
Mathematics Education ◽  
Moral Values ◽  
Affective Domain ◽  
Individual Values ◽  
Vital Part

Values define outlook and attitudes of an individual. Hence, inculcating moral values is of utmost importance to develop the desired behaviour in an individual. Values are a vital part of the affective domain of education including mathematics education. This paper reports a study that aimed to determine the effectiveness of a probability activity in providing experience to students to help them realise the role of the values of ‘humility’, ‘determination’ and ‘perseverance’ in achieving their goals. The comparison of these intended values of the researcher and the students realised values which were based on their written reflections, illustrates the extent to which the activity served its purpose. The results of the study showed that the activity did serve its purpose for the majority of students and hence is suitable to provide experience to students to help them realise the significance of  these values.

Research on Affect and Mathematics Learning in the JRME: 1970 to the Present

1994 ◽  
Vol 25 (6) ◽  
pp. 637-647 ◽  
Author(s):  
Douglas B. McLeod
Keyword(s):  
Mathematics Education ◽  
Mathematics Learning ◽  
Affective Domain ◽  
The Past ◽  
And Mathematics ◽  
Affective Issues

Studies of affective issues have always been central to the goals of mathematics education and to the pages of the Journal for Research in Mathematics Educmion (JRME). Over the past 25 years, approximately 100 of the JRME's articles have dealt with some aspect of the affective domain: although it is not possible to review the contributions of each of those articles in this paper, we will try to convey some of the flavor of research on affective issues as it has developed over the life of the journal.

scholarly journals HISTORIA DEL DESARROLLO DE LA DIDÁCTICA DE LA MATEMÁTICA UN ESTUDIO REALIZADO CON LOS MEDIOS TEÓRICOS DE LA EOS (ENFOQUE ONTO-SEMIÓTICO)

PARADIGMA ◽  
2020 ◽  
pp. 130-150
Author(s):  
Bruno D’Amore ◽  
Martha Isabel Fandiño Pinilla
Keyword(s):  
Mathematics Education ◽  
Mathematical Knowledge ◽  
General Framework ◽  
Scientific Discipline ◽  
Point Of View ◽  
Theoretical Frameworks ◽  
Palabras Clave ◽  
Semiotic Approach ◽  
History Of ◽  
Characteristic Features

En este trabajo se presentan y se sintetizan diversas reflexiones sobre las bases teóricas del Enfoque ontosemiótico del conocimiento matemático y de la enseñanza de la matemática, en el marco general de la progresiva consolidación de la Didáctica de la Matemática como disciplina científica. Se comienza presentando algunas características del conocimiento científico en general, los requisitos que se le exigen a la didáctica para su consideración como ciencia y el problema de la proliferación de marcos teóricos. Seguidamente, se describen algunos rasgos característicos desde el punto de vista ontológico y semiótico como una base constitutiva de la Didáctica de la Matemática. Finalmente se hace referencia a otros marcos teóricos y sus conexiones con el enfoque ontosemiótico. Palabras clave: bases de la didáctica de la matemática, bases del EOS, relaciones entre teorías, didáctica de la matemática como ciencia. HISTORY OF THE DEVELOPMENT OF THE MATHEMATICS EDUCATION  A STUDY CONDUCTED BY THEORETICAL MEANS OF EOS (ENFOQUE ONTO-SEMIOTICO)Abstract. In this paper we summary and extend various reflections on the theoretical bases of the onto-semiotic approach to mathematical knowledge and instruction, in the general framework of the progressive consolidation of Didactic of Mathematics as a scientific discipline. We first present some characteristics of scientific knowledge, the requirements for didactics to be considered as a science, and the problem of proliferation of theoretical bases. Then, we describe some characteristic features of the ontological and semiotic point of view, as a constitutive basis for Didactic of Mathematics. Finally, some reference to other theoretical frameworks and their connections with the onto-semiotic approach is made. Keywords: bases of didactic of mathematics, bases of OSA, relations between theories, didactic of mathematics as science.

scholarly journals REASONS FOR A SEMIOTIC APPROACH TO MATHEMATICS EDUCATION

2019 ◽  
Vol 4 (1) ◽  
pp. 24-41
Author(s):  
Michael Friedrich Otte ◽  
Geslane Figueiredo da Silva Santana ◽  
Luciene de Paula ◽  
Luiz Luiz Gonzaga Xavier de Barros
Keyword(s):  
Mathematics Education ◽  
Theoretical Research ◽  
Mathematical Education ◽  
Problem Situation ◽  
Mathematical Concepts ◽  
The Social ◽  
Semiotic Approach ◽  
School Learning ◽  
Research Questions ◽  
The Given

Only recently has the semiotic approach become more acceptable or common in mathematics education research and analysis and has gradually disconcerted the Platonic foundation of mathematical objects. In fact it has become increasingly evident that the meanings of concepts develop in the social relationships. The objective is to present the reasons for the use of the semiotic approach in mathematical education. We are arguing, in fact, that the crystallization of mathematical concepts limits creativity and distances school learning from the day to day practices. In theoretical research, questions are addressed such as What is the x in this equation?, evidencing a part of the work of Frege and Benacerraf, with more appreciation to the Peirce’s Semiotic. Illustrative and important examples of such a perspective are presented. For example, the complementarity between text and diagram offers opportunities of critical reflections about the expected results of education in mathematics. Therefore, to think semiotically is to recognize that all knowledge is dynamic, despite being constructed through signs, implying responsibilities, either in choosing the strategy defined for each problem situation, or in identifying the meanings according to the given references and the interactions with the world.

scholarly journals About affect and meta-affect in mathematics education: an interview with Gerald A. GoldinSobre afeto e meta-afeto na educação matemática: uma entrevista com Gerald A. Goldin

2019 ◽  
Vol 21 (2) ◽  
Author(s):  
Felipe Augusto de Mesquita Comelli ◽  
Ana Lúcia Manrique
Keyword(s):  
Mathematics Education ◽  
Teaching And Learning ◽  
Affective Domain ◽  
Primary Interest ◽  
Future Directions

Researcher Gerald A. Goldin presents a trajectory in mathematics education dating back to the early 1970s. His works position him as an influential researcher, contributing to investigations in regard to systems of representation and affect related to the teaching and learning of mathematics. Our primary interest in having a dialogue with Goldin was to record his considerations about the Affective Domain, with an emphasis on meta-affect, as well as to gather his views on current and future directions for research in the field. 

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