A few notes about the perception of didactics of mathematics

2021 ◽  
Vol 42 (0) ◽  
Author(s):  
Alena Hospesová ◽  
Marie Tichá
Keyword(s):  
Didactics Of Mathematics

Clifford Algebra and the Didactics of Mathematics

2009 ◽  
Vol 19 (3-4) ◽  
pp. 819-834 ◽  
Author(s):  
Josep M. Parra Serra
Keyword(s):  
Clifford Algebra ◽  
Didactics Of Mathematics

scholarly journals Propuesta de un proceso de estudio de clases para la formación inicial del profesorado de Educación Infantil desde el paradigma del cuestionamiento del mundoProposal of a class study process for the initial training of Early Childhood Education teachers from the paradigm of questioning the world

2020 ◽  
Vol 22 (4) ◽  
pp. 694-710
Author(s):  
Elena María Lendínez ◽  
Francisco Javier García ◽  
Ana María Lerma
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Prospective Teachers ◽  
Lesson Study ◽  
Teacher Educators ◽  
Research Problem ◽  
Childhood Education ◽  
Theory Of Didactic Situations ◽  
Study Process ◽  
Didactics Of Mathematics

ResumenComo docentes universitarios a cargo de la formación inicial del profesorado de Educación Infantil, observamos claros síntomas del paradigma monumentalista (visita a algunas obras tanto de Matemáticas como de Didáctica de las Matemáticas) cuando esta formación se organiza según el esquema tradicional clase de teoría/clase de prácticas. En este trabajo pretendemos identificar con nitidez el reto que supone la formación profesional funcional de futuros profesores, formular este reto como un problema de investigación dentro de la TAD, y explorar la potencialidad del dispositivo del estudio de clases como herramienta para desarrollar el equipamiento praxeológico del profesorado como respuesta a cuestiones profesionales vivas y auténticas. Se describirá el diseño de este dispositivo, para el caso de la formación inicial de profesorado de Educación Infantil sobre la enseñanza de los primeros conocimientos numéricos.Palabras-clave: Teoría Antropológica de lo Didáctico, estudio de clases, Educación infantil, Formación inicial de profesorado, Teoría de las Situaciones Didácticas.AbstractAs teacher educators involved in the initial education of prospective Early Childhood Education teachers, we observe evident signs of the monumentalistic paradigm (visiting some pre-stablished works in Mathematics as well as in Didactics of Mathematics) when the education of teachers is structured following the traditional scheme lecture-practice. In this paper, we aim at clearly identifying the challenge of a functional education of prospective teachers, formulating it as a research problem within the ATD, and exploring the potential of the lesson study device as tool to develop prospective teachers’ praxeological equipment as responses to live and authentic professional questions. We will describe de design of such device, for the case of the initial education of prospective Early Childhood Education teachers around the teaching of numbers and numbering.Keywords: Anthropological Theory of Didactics, study of classes, Early childhood education, Initial teacher training, Theory of Didactic Situations. 

Elementarisierung oder Vielfalt als Schlüssel für die Gestaltung eines Zugangs zur beurteilenden Statistik

2020 ◽  
pp. 91-114
Author(s):  
Manfred Borovcnik
Keyword(s):  
Significance Test ◽  
Subject Area ◽  
Discovery Learning ◽  
Inferential Statistics ◽  
Guided Discovery ◽  
Full Field ◽  
Bayes Inference ◽  
The Core ◽  
Task Systems ◽  
Didactics Of Mathematics

Elementarisation is a legitimate didactical strategy, especially in a subject area such as inferential statistics, which is considered to be extremely difficult. Here one can also refer to Varga’s position on the didactics of mathematics and examine, which orientation results from it. For this purpose, Varga’s approach to mathematics didactics as a whole is summarised, which can best be characterised by the term complexity. Varga tries to make the complexity teachable by presenting suitable task systems and developing comprehensive handouts for guided-discovery learning. The core of the presentation is a system of tasks by Varga for inferential statistics for primary school, which Varga also supplements by comments on an experimental class for nine-year-olds (!). Varga introduces heuristically and playfully to the significance test and to p values. Finally, we discuss how to continue the learning paths from these heuristic considerations to the full field of inferential statistics. Classification: K10, K70, K50, D20. Keywords: Stochastic teaching, elementarisation, task systems, Statistical inference, Bayes inference, Varga’s approach.

scholarly journals Czech and Slovak Research in Didactics of Mathematics

2019 ◽  
pp. 187-212 ◽  
Author(s):  
Jarmila Novotná ◽  
Marie Tichá ◽  
Naďa Vondrová
Keyword(s):  
Didactics Of Mathematics

Reviews Research auf Deutsch

1985 ◽  
Vol 16 (1) ◽  
pp. 68-70
Author(s):  
Hendrik Radatz
Keyword(s):  
Mathematics Educators ◽  
Didactics Of Mathematics

This book is a collection of five articles represenring research performed at the Institute for the Didactics of Mathematics at Bielefeld, Germany. It is addressed primarily to mathematics educators interested in new areas of research and in theoretical reflections on mathematicas education.

scholarly journals Avaliação do ensino e da aprendizagem: uma análise de dados acerca dos discursos dos professoresEvaluation of teaching and learning: a data analysis of the teacher's speeches

2018 ◽  
Vol 20 (2) ◽  
Author(s):  
Felipe De Almeida Costa ◽  
César Augusto Pimentel Souza ◽  
Carlos Alberto Fernandes Siqueira ◽  
Érica Maria Renno Villela Dario
Keyword(s):  
Higher Education ◽  
Data Analysis ◽  
Teacher Evaluation ◽  
Teaching And Learning ◽  
Basic Education ◽  
First Semester ◽  
Evaluation Of Teaching ◽  
Didactics Of Mathematics

Este artigo é o resultado de uma pesquisa realizada no âmbito da disciplina Didática da Matemática II ao longo do primeiro semestre de 2016, quando na época, discutíamos o tema Avaliação. Nesta pesquisa foi enviado um questionário via Google formulários a 134 professores de diversas áreas desde o ensino básico ao ensino superior e as respostas foram inseridas no software CHIC com o objetivo de analisarmos questões relativas à similaridade. Como resultado observamos que quanto maior era o grau de interação e de autonomia dos alunos, melhores eram os resultados obtidos, e, além disso, deixamos para futuros trabalhos a análise coesitiva e implicativa, pois, acreditamos que as três análises poderiam contribuir significativamente para a compreensão da concepção de avaliação dos professores.This article is the result of a research carried out within the scope of Didactics of Mathematics II during the first semester of 2016, when, at the time, we discussed the theme Evaluation. In this research a questionnaire was sent via Google forms to 134 teachers from different areas from basic education to higher education and the answers were inserted in the CHIC software in order to analyze questions related to similarity. As a result, we observed that the greater the degree of interaction and autonomy of the students, the better the results were obtained, and, in addition, we leave for future works the cohesive and implied analysis, because we believe that the three analyzes could contribute significantly to the comprehension of teacher evaluation conception.

scholarly journals Twenty articles in didactics of mathematics by Pranas Mašiotas

2008 ◽  
Vol 48 ◽  
Author(s):  
Algirdas Ažubalis
Keyword(s):  
Secondary Schools ◽  
20Th Century ◽  
Vice Minister ◽  
Mathematical Didactics ◽  
Didactics Of Mathematics

For many years, Pranas Mašiotas (1863–1940) was engaged as a teacher of mathematics, a director of gymnasium and a vice-minister of education. He compiled a number of mathematical manuals for Lithuanian primary and secondary schools. In twenty articles in mathematical didactics, published in the 30s of the 20th century, P. Mašiotas discussed upon the didactic issued that were most topical for teachers of mathematics in the said period.

scholarly journals Software tools in didactics of mathematics

2015 ◽  
Author(s):  
Renata Dudzińska-Baryła ◽  
Donata Kopańska-Bródka ◽  
Ewa Michalska
Keyword(s):  
Software Tools ◽  
Didactics Of Mathematics
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