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Theorizing in Design Research: Methodological reflections on developing and connecting theory elements for language-responsive mathematics classrooms

Prediger, Susanne (2019). Theorizing in Design Research: Methodological reflections on developing and connecting theory elements for language-responsive mathematics classrooms. Avances de Investigación en Educación Matemática, 15, pp. 5-27 .

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Resumen

Topic-specific Didactical Design Research is a research methodology with two aims, 1) designing and improving teaching-learning arrangements and 2) generating theoretical contributions for understanding the initiated teaching-learning processes for a certain topic. The article provides methodological reflections and examples for elaborating the meaning of theorizing within this methodology. Starting from a distinction of categorial, descriptive, explanatory, normative and predictive theory elements with their functions and logical structures, the examples show that theorizing in Design Research studies can be conceived as a process of successively developing and connecting theory elements, for the how-questions (the rationales for the arrangements) and the what-questions (the structuring of the learning content). The considerations are illustrated for the case of topic specific Didactical Design Research for language-responsive classrooms, particularly in relation to language learners’ conceptual understanding of fractions, variables, and percentages.

Tipo de Registro:Artículo
Términos clave:06. Aprendizaje > Cognición > Conocimiento
13. Matemáticas escolares > Números > Estructuras numéricas > Números racionales
12. Investigación e innovación en Educación Matemática > Tipos de estudio > Investigación de diseño
06. Aprendizaje > Procesos cognitivos > Formulación de conjeturas
Nivel Educativo:Título de grado universitario
Código ID:14609
Depositado Por:Sileni Carranza
Depositado En:30 Ene 2020 12:34
Fecha de Modificación Más Reciente:21 Nov 2020 21:07
Valoración:

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