Design-based research and local instruction theories in mathematics education
Tipo de documento
Autores
Lista de autores
Doorman, M.
Resumen
This paper sketches the approach of design-based research in mathematics education with results of two innovation-oriented projects. The projects investigated how students can be involved in the development of mathematical concepts and skills by using design tools related to guided reinvention and emergent modelling. Both studies combine design-based research with a prominent role for the hypothetical learning trajectory as a research instrument in the three phases of design research (design, teaching experiment, retrospective analysis). Each of the phases of the research cycles is addressed: the preliminary phase in which a hypothetical learning trajectory and instructional activities are designed, the teaching experiment phase and the phase of the retrospective analysis. I conclude with a reflection on design-based research as an approach to study innovative teaching approaches that offers researchers to take into account contextual factors and that create opportunities for others to adapt the results to their research or teaching practice.
Fecha
2018
Tipo de fecha
Estado publicación
Términos clave
Otro (métodos) | Otro (tipos estudio) | Representaciones | Semiótica
Enfoque
Idioma
Revisado por pares
Formato del archivo
Título libro actas
Editores (actas)
Aguilar-González, Álvaro | Alonso, Pedro | Bruno, Alicia | García, Francisco Javier | Muñiz-Rodríguez, Laura | Rodríguez-Muñiz, Luis Jose
Lista de editores (actas)
Rodríguez-Muñiz, Luis José, Muñiz-Rodríguez, Laura, Aguilar-González, Álvaro, Alonso, Pedro, García, Francisco Javier y Bruno, Alicia
Editorial (actas)
Lugar (actas)
Rango páginas (actas)
84-93
ISBN (actas)
Referencias
Bakker, A. y Smit, J. (2016). Theory development in design-based research: An example about scaffolding mathematical language. En S. Doff y R. Komoss (Eds.), How does change happen? Wandel im Fachunterricht analysieren und gestalten (pp. 109-124).Wiesbaden: Springer. Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2, 141-178. Cobb, P., Wood, T. y Yackel, E. (1992). A constructivist Alternative to the Representational View of Mind in Mathematics Education. Journal for Research in Mathematics Education, 23, 2-33. Cobb, P., Confrey, J., diSessa, A. A., Lehrer, R. y Schauble, L. (2003). Design Experiments in Educational Research. Educational Researcher, 32(1), 9-13. Cobb, P., Gravemeijer, K. P. E., Yackel, E., McClain, K. y Whitenack, J. (1997). Mathematizing and Symbolizing: The Emergence of Chains of Signification in One First-Grade Classroom. En D. Kirshner y J. A. Whitson (Eds.), Situated cognition theory: Social, semiotic, and neurological perspectives (pp. 151- 233). Hillsdale, NJ: Erlbaum. Cobb, P., Yackel, E. y Wood, T. (1992). A constructivist alternative to the representational view of mind in mathematics education. Journal for Research in Mathematics Education, 23(1), 2-33. de Lange, J., Burrill, G., Romberg, T. y van Reeuwijk, M. (1993). Learning and Testing Mathematics in Context: The Case: Data Visualization. Madison, WI: University of Wisconsin, National Center for Research in Mathematical Sciences Education. Doorman, L. M. y Gravemeijer, K. P. E. (2009). Emergent modeling: discrete graphs to support the understanding of change and velocity. ZDM: The International Journal on Mathematics Education, 41(1), 199-211. Edelson, D. C. (2002). Design Research: What We Learn When We Engage in Design. Journal of the Learning Sciences, 11(1), 105-121. Freudenthal, H. (1983). Didactical Phenomenology of Mathematical Structures. Dordrecht: Reidel. Glaser, B. G. y Strauss, A. L. (1967). The Discovery of Grounded Theory; Strategies for Qualitative Research. Chicago: Aldine Publishing Company. Gravemeijer, K. P. E. (1994). Educational Development and Developmental Research. Journal for Research in Mathematics Education, 25, 443-471. Gravemeijer, K. P. E. (1998). Developmental Research as a Research Method. En J. Kilpatrick y A. Sierpinska (Eds.), Mathematics Education as a Research Domain: A Search for Identity (An ICMI Study) (Vol. 2, pp. 277-295). Dordrecht: Kluwer Academic Publishers. Gravemeijer, K. P. E. y Doorman, L. M. (1999). Context problems in realistic mathematics education: A calculus course as an example. Educational Studies in Mathematics, vol 39(1-3), pp. 111-129. Gravemeijer, K. P. E., Cobb, P., Bowers, J. y Whitenack, J. (2000). Symbolizing, Modeling, and Instructional Design. En P. Cobb y E. Yackel y K. McClain (Eds.), Symbolizing and communicating in mathematics classrooms: Perspectives on discourse, tools, and instructional design (pp. 225-273). Mahwah, NJ: Lawrence Erlbaum Associates. Latour, B. (1990). Drawing Things Together. En M. Lynch y S. Woolgar (Eds.), Representation in Scientific Practice (pp. 19-68). Cambridge, MA: MIT Press. Meira, L. (1995). Microevolution of mathematical representations in children's activity. Cognition and Instruction, 13(2), 269-313. Ponte, J. P., Quaresma, M., Mata-Pereira, J. y Baptista, M. (2018). Designing lesson studies to support teachers’ professional development. Educational Designer, 3(11). Roth, W.-M. y McGinn, M. K. (1998). Inscriptions: Toward a Theory of Representing as Social Practice. Review of Educational Research, 68(1), 35-59. Simon, M. A. (1995). Reconstructing Mathematics Pedagogy from a Constructivist Perspective. Journal for Research in Mathematics Education, 26(2), 114-145. Steffe, L. P. y Thompson, P. W. (2000). Teaching Experiments Methodology: Underlying Principles and Essential Elements. En R. Lesh y A. E. Kelly (Eds.), Research design in mathematics and science education. Hillsdale, NJ: Erlbaum. Strauss, A. y Corbin, J. (1988). Basics of Qualitative Research. Techniques and Procedures for Developing Grounded Theory. Thousand Oaks, CA: SAGE Publications. Treffers, A. (1987). Three Dimensions. A Model of Goal and Theory Description in Mathematics Instruction - The Wiskobas Project. Dordrecht, the Netherlands: Reidel Publishing Company. van Oers, B. (2000). The Appropriation of Mathematics Symbols: A Psychosemiotic Approach to Mathematics Learning. En P. Cobb, E. Yackel y K. McClain (Eds.), Symbolizing and communicating in mathematics classrooms; perspectivies on discourse, tools, and instructional design (pp. 133-176). Mahwah, NJ: Lawrence Erlbaum Associates. Van den Heuvel-Panhuizen, M. (2003). The didactical use of models in Realistic Mathematics Education. Educational Studies in Mathematics 54(1), 9-35. Walkerdine, V. (1988). The Mastery of Reason. London: Routledge. Whitson, J. A. (1997). Cognition as a Semiotic Process: From Situated Mediation to Critical Reflective Transcendence. En D. Kirshner y J. A. Whitson (Eds.), Situated Cognition Theory: Social, Semiotic, and Neurological Perspectives (pp. 97-150). Hillsdale, NJ: Erlbaum.
Proyectos
Cantidad de páginas
10