Onto-semiotic analysis of visualization and diagrammatic reasoning tasks
Autores
Blanco, Teresa F. | Contreras, Ángel | Giacomone, Belén | Godino, Juan D. | Wilhelmi, Miguel R.
Lista de autores
Godino, Juan D., Giacomone, Belén, Wilhelmi, Miguel R., Blanco, Teresa F. y Contreras, Ángel
Resumen
The explicit recognition of the objects and processes implied in mathematic activity is a competence that teachers should develop. This competence allows teachers to understand, design, and manage the processes of mathematical learning, and assess them with suitability standards previously set. Consequently, formative processes to develop this competence should be designed. This paper describes a training design aimed at developing the teachers’ competence of epistemic and cognitive analysis of mathematics instruction processes, highlighting the role of visual and analytical languages in the constitution of mathematical objects.
Fecha
2016
Tipo de fecha
Estado publicación
Términos clave
Enfoque
Idioma
Revisado por pares
Formato del archivo
Nombre del evento
13th International Congress on Mathematical Education - ICME 13
Lugar (evento)
Tipo de evento
Tipo de presentación
Referencias
Arcavi, A. (2003). The role of visual representations in the learning of mathematics. Educational Studies in Mathematics, 52, 215-241. Dörfler, W. (2003). Diagrams as means and objects of mathematical reasoning. Developments in mathematics education in German-speaking countries. Selected papers from the Annual Conference on Didactics of Mathematics. Duval, R. (2006). A cognitive analysis of problems of comprehension in a learning of mathematics. Educational Studies in Mathematics, 61(1–2), 103-131. Font, V., Godino, J. D., & Gallardo, J. (2013). The emergence of objects from mathematical practices. Educational Studies in Mathematics, 82, 97-124. Godino J. D. (2009). Categorías de análisis de los conocimientos del profesor de matemáticas. UNIÓN: Revista Iberoamericana de Educación Matemática, 20, 13-31. Godino, J. D., Batanero, C., Contreras, A., Estepa, A., Lacasta, E., & Wilhelmi, M. (2013). Didactic engineering as design-based research in mathematics education. In B. Ubuz, Ç. Haser, & M. A. Mariotti (Eds.), Proceedings of the Eight Congress of the European Society for Research in Mathematics Education (pp. 2810-2819). Ankara, Turkey: Middle East Technical University. Godino, J. D., Batanero, C., & Font, V. (2007). The onto-semiotic approach to research in mathematics education. Zentralblatt für Didaktik der Mathematik (ZDM): The International Journal on Mathematics Education, 39(1), 127-135. Godino, J. D., Rivas, M., Castro, W., & Konic, P. (2012). Desarrollo de competencias para el análisis didáctico del profesor de matemáticas. Revemat: Revista Eletrônica de Educação Matemática, 7(2), 1-21. Jaworski, B. (2005). Tools and tasks for learning and meta-learning. Journal of Mathematics Teacher Education, 8, 359-361. Kelly, A. E., Lesh, R. A., & Baek, J. Y. (Eds.). (2008). Handbook of design research in methods in education. Innovations in science, technology, engineering, and mathematics learning and teaching. New York: Routledge.
Dirección de correo electrónico de contacto
belen.giacomone@gmail.com