Digital technologies as a means of accessing powerful mathematical ideas. A study of adults with low schooling in Mexico

2020 ◽  
Author(s):  
Santiago Palmas ◽  
Teresa Rojano ◽  
Rosamund Sutherland
Keyword(s):  
Previous Experience ◽  
Geometric Figure ◽  
Mathematical Ideas ◽  
Use Of Technology ◽  
Pick's Theorem ◽  
Area And Perimeter ◽  
Didactical Situations ◽  
Constituent Elements ◽  
Technology Resources ◽  
Theory Of Didactical Situations

Abstract This paper derives from a study which main purpose was to investigate how a group of adults with low schooling can have access to powerful mathematical ideas when working with activities that involve the use of technology resources and that take into account the adults’ previous experience with mathematics. Specifically, adults’ previous experience with area calculation was considered. Principles of the Theory of Didactical Situations (TDS) formulated by Brousseau guided the study design, and Pick’s theorem was recreated in a dynamic digital setting, with which it is possible to calculate the area of regular and irregular polygons. In this approach, intuitive notions of area and perimeter are resorted to, seeking to promote the experience with powerful ideas such as ‘the generality of a method’, ‘realizing the existence of different methods used for one and the same end’ and ‘realizing that each method possesses advantages and limitations’. Analysis of interview protocols from three noteworthy cases (which include both adults’ work in the digital setting and their discussions with the researcher) suggests the presence of powerful underlying mathematical ideas, such as the idea of generality and the power of a method and the features of the constituent elements of a geometric figure that are involved in calculating its attributes, attributes such as area.

Innovative Instructional Strategies with the Use of Technology for Adult Learners

2012 ◽  
pp. 124-142
Author(s):  
Lesley S. J. Farmer
Keyword(s):  
Instructional Strategies ◽  
Learning Task ◽  
Course Management Systems ◽  
Instructional Designers ◽  
Adult Educator ◽  
Skill Levels ◽  
Use Of Technology ◽  
Learner Preference ◽  
Communication Methods ◽  
Technology Resources

Technology incorporation adds another dimension to instructional design because it requires that the adult educator be skilled enough to design and use technology-enhance instruction as well as diagnose learners’ skill levels and predispositions. Because each media has its unique combination of features, instructional designers should select and create technology resources carefully to best address the learning task and learner preference. Technology-enhanced communication methods are now available for sophisticated instruction and interactive learning among students, educators, and resources: Web 2.0, egaming, video conferencing, and course management systems, as examples. Furthermore, technology-based accommodations can address access to resources as well direct instruction for people with disabilities. In any case, technology-infused instruction requires material and moral support by the organization’s decision-makers.

scholarly journals Opportunities for language enhancement in a learning environment designed on the basis of the theory of didactical situations

ZDM ◽  
2020 ◽  
Author(s):  
Frode Rønning
Keyword(s):  
Primary School ◽  
Research Question ◽  
Combinatorial Problems ◽  
Learning Goals ◽  
Scientific Language ◽  
Teaching Sequence ◽  
Geometrical Shapes ◽  
Didactical Situations ◽  
Primary School Pupils ◽  
Theory Of Didactical Situations

AbstractThis paper is based on data from two teaching sequences in primary school that are designed using principles from the theory of didactical situations (TDS). The following research question is addressed: “What opportunities can a teaching design based on TDS give a teacher to gain insight into pupils’ language use, and to use this insight to establish shared, and mathematically acceptable, knowledge in a group of primary school pupils?” Empirical data from one teaching sequence on geometrical shapes and another teaching sequence on combinatorial problems are used to answer this question. The research shows that a sharp focus on well-defined learning goals does not limit the pupils’ possibilities in expressing their thoughts and ideas in their own language. The research also shows that despite clear learning goals, the teacher has rich opportunities to build on pupils’ language to connect everyday and scientific language for the purpose of developing a mathematically accepted discourse.

Towards a Problématique for Research on Mathematics Teaching

1990 ◽  
Vol 21 (4) ◽  
pp. 258-272
Author(s):  
Nicolas Balacheff
Keyword(s):  
Key Words ◽  
Mathematics Teaching ◽  
Theoretical Framework ◽  
Its Analysis ◽  
Didactique Des Mathématiques ◽  
Didactical Situation ◽  
Didactical Situations ◽  
Theory Of Didactical Situations

This article presents the main features of the theoretical framework of French research known as recherches en didactique des mathématiques. The foundation of this approach consists mainly of the relationships between two hypotheses and two constraints, which are presented together with some specific key words. Outlines are given of Brousseau's théorie des situations didactiques (theory of didactical situations). An example is given that presents in some detail the rationale for the construction of a didactical situation and its analysis. This article ends with some questions addressed to research on mathematics teaching.

scholarly journals Was Archaeopteryx able to fly? Authentic palaeontological practices in a museum programme

2019 ◽  
Vol 21 ◽  
Author(s):  
Marianne Achiam ◽  
Bent Erik Kramer Lindow
Keyword(s):  
Science Education ◽  
Reference Model ◽  
Education Programme ◽  
Authentic Science ◽  
Anthropological Theory ◽  
Didactical Situations ◽  
Point Of Departure ◽  
Theory Of Didactical Situations

Authentic science education has received increased attention in recent years, but it remains unclear what constitutes authenticity. Here, we use notions from the Anthropological Theory of the Didactic to approach authenticity. We take a point of departure in an existing education programme in a museum, and analyse it to pinpoint what constitutes its authenticity. We then use the theory of didactical situations as a way to construct a reference model; this reference model constitutes an authenticity-optimised version of the programme. We conclude by briefly discussing the implications of our findings.

scholarly journals Arguments for the definition of the ict skills for prospective teachers: university student perception about the role of teachers of mathematics in secondary

2011 ◽  
Vol 17 (3) ◽  
pp. 757-769
Author(s):  
Yuri Morales López
Keyword(s):  
Prospective Teachers ◽  
Mathematics Teacher ◽  
Student Perception ◽  
Use Of Technology ◽  
Introductory Mathematics ◽  
Secondary Mathematics Teacher ◽  
Definition Of ◽  
The University ◽  
Technology Resources

In this paper we analyze the main factors (or indicators) that may be present in the use of technology resources, specifically the use of Personal Computer (PC) and, thus, try to infer about possible ways to take advantage of this resource. The main objective of this research was to determine the perception of university students about the role of secondary mathematics teacher, specifically from the technological perspective. For this purpose, we administered a survey to collect information of 264 students in a course of Introductory Mathematics MAX 084, in the first half of 2010 at the Universidad Nacional in Costa Rica. Principally, regarding how the mathematics teacher influenced the development of technological skills, useful for further training at the University.

Effective Use of Technology Resources

2016 ◽  
Vol 70 (11) ◽  
pp. 1158-1165
Author(s):  
Yasuhiko Shirota
Keyword(s):  
Use Of Technology ◽  
Effective Use ◽  
Technology Resources

A Importância das Ferramentas Tecnológicas para o Processo de Aprendizagem no Ensino Superior

2018 ◽  
Vol 19 (4) ◽  
pp. 456
Author(s):  
Ediane Zanin ◽  
Anathan Bichel
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Learning Technology ◽  
Pedagogical Practice ◽  
Technology In The Classroom ◽  
Use Of Technology ◽  
Educational Environments ◽  
Technology Strategies ◽  
Teaching Learning ◽  
Technology Resources

Nos ambientes educacionais, a tecnologia também se faz presente como recurso facilitador do ensino-aprendizagem. O objetivo do presente estudo é analisar, por meio de um estudo bibliográfico, as estratégias de aprendizagem com o uso das tecnologias no Ensino Superior. A pesquisa foi realizada entre junho de 2017 a abril de 2018, estruturada a partir de bibliografias existentes sobre ferramentas e recursos tecnológicos, estratégias de ensino-aprendizagem e aprendizagem no Ensino Superior. A abordagem para realização desta pesquisa é a indireta, que consiste no levantamento de referências bibliográficas encontradas por meio de artigos e livros publicados em meios eletrônicos e impressos, que se referem a este tema para análise e discussão do problema. E a finalidade desta pesquisa é descritiva por caracterizar a influência da tecnologia no processo de ensino-aprendizagem. Conclui-se que as tecnologias possuem participação significativa no ambiente educacional e favorecem o ensino-aprendizagem. No entanto, percebe-se que há necessidade de as Instituições de Ensino Superior disponibilizarem aos docentes os recursos tecnológicos para serem utilizados em sala de aula. Além disso, cabe também ao docente buscar o aperfeiçoamento na sua prática pedagógica de maneira a inserir, cada vez mais, as ferramentas tecnológicas no ensino-aprendizagem, para assim melhorar a interação com os estudantes atuais e favorecer a melhoria do aprendizado com o uso modelado da tecnologia em sala de aula. Palavras-chave: Ensino-Aprendizagem. Estratégias. Tecnologia. Estratégias. Recursos Tecnológicos. AbstractIn educational environments, technology is also present as facilitating teaching-learning resources. The objective of the present study is to analyze through a bibliographic study the learning strategies with the use of technologies in higher education. The research was carried out between june 2017 and april 2018, structured from existing bibliographies on tools and technological resources, teaching-learning strategies and learning in higher education. The approach for conducting this research is the indirect one, which consists of the collection of bibliographical references found through articles and books published in electronic and printed media, which refer to this topic for analysis and discussion of the problem. In addition, the purpose of this research is descriptive because it characterizes the influence of technology in the teaching-learning process. It is concluded that technologies have a significant participation in the educational environment and favor teaching learning. However, it was perceived that there is a need for higher education institutions to provide teachers with the technological resources to be used in the classroom. In addition, it is also up to the teacher to seek improvement in their pedagogical practice in order to insert more and more the technological tools in teaching learning, in order to improve the interaction with the current students and to favor the improvement of the learning with the modeled use of technology in the classroom. Keywords: Technology. Strategies. Teaching Learning. Technology Resources. 

scholarly journals Unfolding the Educational and Practical Resources Inherent in Mathematics for Teaching Mathematics

2020 ◽  
pp. 1-24
Author(s):  
Erich Christian Wittmann
Keyword(s):  
Learning Environments ◽  
Mathematics Teaching ◽  
Teaching Model ◽  
Main Role ◽  
The Common ◽  
Mathematics For Teaching ◽  
Didactical Situations ◽  
Natural Way ◽  
Theory Of Didactical Situations

AbstractThe objective of this introductory chapter is to explain the common rationale behind the papers of this volume. The structure is as follows. The first section shows that learning environments are a natural way to address teachers in their main role, teaching, and that therefore this approach is promising for improving mathematics teaching in an effective way. The section ends with a teaching model based on Guy Brousseau’s theory of didactical situations.

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