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Format: 1 Online-Ressource (x, 34 Seiten) : , Illustrationen.

ISBN: 978-3-319-31622-2

Series Statement: ICME-13 Topical Surveys

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-3-319-31621-5

Language: English

Keywords: Electronic books.

DOI: 10.1007/978-3-319-31622-2

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Author information: Verschaffel, Lieven, 1957-

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Format: 1 Online-Ressource (XI, 668 p. 205 illus., 129 illus. in color)

Edition: 1st ed. 2024

ISBN: 9783031559396

Series Statement: Research Perspectives CRM Barcelona 16

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-3-031-55938-9

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-3-031-55940-2

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-3-031-55941-9

Language: English

DOI: 10.1007/978-3-031-55939-6

URL: Volltext  (URL des Erstveröffentlichers)

URL: lizenzpflichtig

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Format: 1 Online-Ressource (xiii, 352 Seiten) : , Illustrationen.

ISBN: 978-3-030-76791-4

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-3-030-76790-7

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-3-030-76792-1

Language: English

Keywords: Mathematikunterricht ; Didaktik ; Aufsatzsammlung ; Aufsatzsammlung

DOI: 10.1007/978-3-030-76791-4

URL: Volltext  (URL des Erstveröffentlichers)

URL: Volltext  (URL des Erstveröffentlichers)

UID:

Format: 1 online resource (X, 34 p. 2 illus.)

Edition: 1st ed. 2016.

ISBN: 3-319-31622-2

Series Statement: ICME-13 Topical Surveys,

Content: This book examines the kinds of transitions that have been studied in mathematics education research. It defines transition as a process of change, and describes learning in an educational context as a transition process. The book focuses on research in the area of mathematics education, and starts out with a literature review, describing the epistemological, cognitive, institutional and sociocultural perspectives on transition. It then looks at the research questions posed in the studies and their link with transition, and examines the theoretical approaches and methods used. It explores whether the research conducted has led to the identification of continuous processes, successive steps, or discontinuities. It answers the question of whether there are difficulties attached to the discontinuities identified, and if so, whether the research proposes means to reduce the gap – to create a transition. The book concludes with directions for future research on transitions in mathematics education.

Note: Main Topics You Can Find in this “ICME-13 Topical Survey” -- Introduction -- Survey on the State-of-the-art -- Summary and Looking Ahead. , English

Additional Edition: ISBN 3-319-31621-4

Language: English

DOI: 10.1007/978-3-319-31622-2

UID:

Format: 1 online resource (41 pages) , illustrations

ISBN: 9783319316215 , 3319316214 , 9783319316222 , 3319316222

Series Statement: Icme-13 Topical Surveys Ser.

Content: Annotation

Note: Main Topics You Can Find in this "ICME-13 Topical Survey" -- Introduction -- Survey on the State-of-the-art -- Summary and Looking Ahead.

Language: English

Keywords: Electronic books.

DOI: 10.1007/978-3-319-31622-2

URL: OhioLINK

URL: SpringerLink

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Format: 1 online resource (644 pages)

Edition: 1st ed.

ISBN: 3-031-55939-8

Series Statement: Trends in Mathematics Series ; v.16

Note: Intro -- Preface -- Contents -- Plenary Talks -- What is Questioning the World? Towards an Epistemological and Curricular Break -- 1 The Importance of Being Careful -- 2 What is "Knowing" According to the ATD? -- 3 What is Knowing Better? -- 4 What Makes One Learn (More)? -- 5 What is "the Didactic"? -- 6 Didactic Systems and Schools -- 7 Principal and Auxiliary Didactic Systems -- 8 Questioning the World -- 9 What We are Faced With -- 10 Uses and Misuses of Didactic Transposition: An Example -- 11 A Fascination for (Ready-Made) Works Always Rekindled? -- 12 Under the Leadership of Questions: The Core of the World Questioning Paradigm -- References -- Problematic Issues Regarding Didactic Paradigms -- 1 Didactic Paradigms as Didactic Objects in Their Own Right -- 2 Why Does Didactics Construct Reference Epistemological Models? -- 3 Didactic Paradigms Complete the Functions of Epistemological Models -- 4 Relativity of the Didactic Analysis -- 5 Object of Study of Didactics: Economy and Ecology of Didactic Paradigms -- 6 The Issue of the Change of Didactic Paradigm -- Annex -- Some Features of the Psycho-Pedagogical and Artisan Paradigms -- References -- The Paradidactic: A (Would-Be) Fundamental Theory of Noospheres -- 1 Introduction -- 2 Noosphere -- 3 Paradidactic System -- 4 Noospheric Profession -- 5 Paradidactic Reality -- 6 Paradidactic Phenomenon -- 7 Interval: Formalization of a Noosphere and a Noospheric Profession -- 8 Metadidactic Transposition -- 9 Topaze Effect: A Possible Application to the Purely Didactic -- 10 Dialogue with Marianna Bosch -- References -- Development of the Foundations, Tools and Aims of Research in the Framework of the ATD -- About a Didactic Model of Reference for the Teacher Position -- 1 Observing and Analysing the Didactic -- 1.1 Didactic Gestures and Didactic Moments. , 1.2 A Praxeology of Analysis of the Realization of an Episode of a Didactic Moment -- 2 Didactic Gestures Likely to Analyse the Didactic Moments -- 2.1 Two Analysis -- 2.2 Some Didactic Gestures -- 2.3 A Third Analysis -- 2.4 A Look Back at the Didactic Gestures -- 3 Towards a Didactic Model of Reference for the Teacher Position -- 3.1 The Notion of Didactic Model of Reference (DMR) -- 3.2 A Didactic Model of Reference of the Teacher Position for an Instance -- References -- Study Versus Learning: Mesogenesis and the Denial of the Didactic -- 1 Introduction -- 2 Learning, According to the ATD -- 3 Didactic Functions and Quaternary Structuring of the Study -- 3.1 Didactic Functions -- 3.2 Quaternary Structuring of the Study -- 3.3 Study and Learning in ATD -- 4 Trainee Teachers' Relation to Learning and Study -- 4.1 Institutionalized Relation as a 'Mean' of Personal Relations -- 4.2 Emergence of Praxeologies Versus Learning of Praxeologies -- 4.3 SRA as Problem-Solving -- 4.4 Institutionalization as Gap Filling and Validation -- 5 Institutionalization as a Study Process -- 5.1 Main Functions of Didactic Moments -- 5.2 Didactic Systems and Mesogenesis -- 6 Conclusion -- References -- Is It the Same Twelfth? Questioning an Unquestioned Principle -- 1 Several Stories in the French Context and Elsewhere -- 1.1 Douady's View -- 1.2 Perrin-Glorian's Observations -- 1.3 An Episode in India -- 2 The Support of the Cognitive Psychology -- 2.1 Cognitive Psychology in the U.S.A -- 2.2 Towards Institutional Re-Interpretation of Difficulties -- 3 Investigating the Unquestioned -- 3.1 Resources in Mathematics Over Time -- 3.2 What is a Quantity? -- 3.3 A Proof -- 4 Discussion and Implications -- 4.1 Meaning of Task -- 4.2 Providing Ways of Reasoning? -- 4.3 Towards a Mathematical View on Multiplicative Reasoning?. , 4.4 Perspective: Investigating Theory Components in Successful Teaching Contexts -- References -- About the Mapping of Personal Practice Paths in the ATD -- 1 Introduction -- 2 Personal Practice Paths-PPP -- 2.1 An Excerpt of the Experimentation -- 3 Emergence of Some Developments for Research in Didactics -- References -- Modelling of Learning Paths, Adaptable to the Learner, in a Learning Environment -- 1 Introduction -- 2 Problematic -- 3 The Learner, Their Learning Needs, Our Ambitions and Limitations -- 3.1 Learning Needs -- 3.2 Learner Model: Personal Logos -- 3.3 Limitations -- 4 Resources and Their Characterization in Mindmath -- 5 Modelling Learning Paths to Relate Resources to the Learner's Praxeological Needs -- 6 Conclusion and Prospects -- References -- Using ATD to Enable Strategic Decisions in Institutions: The Case of the Infrastructures at the Haute-Ecole Pédagogique du Valais -- 1 Introduction -- 2 Theoretical Tools -- 2.1 A Frame for Life -- 2.2 Personal and Institutional Relationships -- 2.3 Co-determination Scale -- 3 Methodology for Designing the Questionnaire -- 3.1 First Version of the Questionnaire -- 3.2 Test Questionnaires -- 3.3 Final Version of the Questionnaires -- 4 Methodology for Analysing the Questionnaire -- 4.1 The Sample Concerned -- 4.2 Data Analysis -- 4.3 A Priori Analysis and Methodology of the Construction of the Grid -- 5 Conclusion -- References -- Didactic Transposition Circle: A Proposal for Complementing an Essential Tool of ATD -- 1 Introduction -- 2 Theory of Didactic Transposition-A Short Historical Survey -- 2.1 The Role of DT in the Development of ATD and in the Conceptualization of Didactics of Mathematics -- 2.2 The Concept Didactic Transposition -- 2.3 The Model of DT with the Different 'Forms of Knowledge' at the Corresponding Institutions. , 3 The Didactic Transposition Circle (DTC)-Complementing the DT Model with the Transitional Step from 'Learned' to 'Scholarly' Knowledge -- 4 Discussion and Conclusion-Rationale for the Introduction of the DTC Model -- 4.1 Didactics to Be Concerned with All Forms of the Diffusion of Knowledge -- 4.2 Further Enlargement of the Empirical Unit of Analysis Within the Field of Didactics -- 4.3 Research into the Birth of Scholarly Knowledge -- 4.4 The Supportive Role of Taking into Consideration the Transposition from Learned to Scholarly Knowledge in Understanding the Opposite Direction and Therefore Supporting Didactic Engineering -- 4.5 The Possibly Endless Formation of Learned Knowledge -- 4.6 Farness and Closeness of Scholarly and Educational Institutions-A Possible Need for Partial Change in Perspective -- References -- ATD and the Study of Didactic and Pedagogical Issues in the Face of the Social Situations of Transformation that Are Constantly Working and Renewing Human Societies -- 1 ATD to Study Places Beyond the Usual Boundaries of Didactics -- 2 Contexts as Witnesses to Question Training in the Face of Societal Transformations -- 2.1 The Primary School Context and the Question of Teacher Training -- 2.2 The Secondary School Context and the Question of the Inclusion of Pupils with High Intellectual Potential -- 2.3 The Context of an Engineering School -- 3 Which Theorizations in ATD to Understand Didactics in the Professional Environment? -- 3.1 Didactic Analysis and the Scale of Didactic Codeterminacy Levels -- 3.2 The Theory of Personal and Institutional Relations to Objects and Praxeological Analysis -- 3.3 Learning to Build a Praxeological Reference Model -- 4 Conclusion and Perspectives -- References -- Practical Memory and Positional and Formative Paths -- 1 The "Memory" Object in Didactics -- 1.1 Position -- 1.2 First Questions. , 1.3 Some Consequences -- 2 Modelling the Practical Memory of an Instance -- 2.1 Preliminary Remarks -- 2.2 The Practical Memory -- 2.3 Institutional Speed of a Formative Path -- Consequences on Practical Memory and Prototypical Example -- 3 Producing Something New from a Practical Memory -- 3.1 The Praxemic Extension -- 3.2 Consequence on the Possible Adidactic: An Example -- References -- On the Theory of Praxeologies -- 1 Research Question -- 2 On the Description of the Theory -- 2.1 Praxeolgies as Models of Systems -- 2.2 The Ingredients of the Theory -- 2.3 Some Remarks -- 3 Development of the Praxeological Model About the Magnitude Cardinality -- 3.1 The Praxeology Π0 of Direct Comparison -- 3.2 The Praxeology Π1 of Indirect Comparison Through Measurement -- 3.3 Warning -- 4 Conclusion -- References -- Teachers' Epistemic Ethos and Mathematical Modelling Teaching -- 1 Introduction -- 2 Epistemological Work and Epistemic Ethos -- 3 Epistemological Work and Teaching Modelling -- 4 Conclusion -- References -- Praxeological Needs for the Organization of the Study of Probability -- 1 Praxeological Needs for Mathematization -- 1.1 Experimentation and Theorization in Textbooks: An Example -- 1.2 Description of an Experimental Protocol -- 1.3 Issues Related to Theorizing -- 1.4 Topos and (Im)possibilities of Theorization -- 2 Discussion -- References -- Is This Object Mathematical, Para-, or Proto-? A Didactic Application of the Epistemological Profile -- 1 Introduction: On Three Open Concepts -- 2 Probably Mathematical Objects -- 3 Epistemological Profiles of Objects in Mathematics -- 4 Examples -- 4.1 The Concept of Derivative at Secondary School -- 4.2 The Concept of Proportionality at Elementary School -- 4.3 The Concept of Implication at Secondary School -- 4.4 The Instrument of Protractor at University. , 5 Final Remarks: As a Tool for Epistemological Vigilance.

Additional Edition: ISBN 3-031-55938-X

Additional Edition: ISBN 3-031-55941-X

Language: English

UID:

Format: 1 online resource.

ISBN: 0429198167 , 9780429580208 , 0429580207 , 9780429582424 , 0429582420 , 9780429584329 , 0429584326 , 9780429198168

Series Statement: New perspectives on research in mathematics

Content: "This book presents the main research veins developed within the framework of the Anthropological Theory of the Didactic (ATD), a paradigm that originated in French didactics of mathematics. While a great number of publications on ATD are available in French and Spanish, Working with the Anthropological Theory of the Didactic in Mathematics Education is the first directed at English-speaking international audiences. Written and edited by leading researchers in ATD, the book covers all aspects of ATD theory and practice, including teaching applications. The chapters feature the most relevant and recent investigations presented at the 6th international conference on the ATD, offering a unique opportunity for an international audience interested in the study of mathematics teaching and learning to keep in touch with advances in educational research. The book is divided into four sections and the contributions explore key topics such as: The core concept of 'praxeology', including its development and functionalities. The need for new teaching praxeologies in the paradigm of questioning the world. The impact of the ATD on the teaching profession and the education of teachers This is the second volume in the New Perspectives on Research in Mathematics Education. This comprehensive casebook is an indispensable resource for researchers, teachers and graduate students around the world"--

Note: What kind of results can be rationally justified in didactics? / Josep Gascónand Pedro Nicolás -- Research on ATD outside mathematics / Caroline Ladage, Marianne Achiam and Martha Marandino -- Praxeologies to be taught and praxeologies for teaching : a delicate frontier / Michèle Artaud -- Developments and functionalities in the praxeological model / Hamid Chaachoua, Annie Bessot, Avenilde Romo and Corine Castela -- Research on negative numbers in school algebra / Eva Cid, José M. Muñoz and Noemí Ruiz-Munzón -- The potential of reference epistemological models : the case of elementary differential calculus / Catarina Lucas, Cecilio Fonseca, Josep Gascón and Maggy Schneider -- The Second Spanish Republic and the project method : a view from the ATD / Encarna Sánchez, Dolores Carrillo, Yves Chevallard and Marianna Bosch -- The ecology of study and research paths in upper secondary school : the cases of Denmark and Japan / Britta Jessen, Koji Otaki, Takeshi Miyakawa, Hiroaki Hamanaka, Tatsuya Mizoguci, Yusuke Shinno and Carl Winsløw -- The need for new teaching praxeologies in the paradigm of questioning the world / Jean-Pierre Bourgade, Karine Bernad and Yves Matheron -- The studying of teachers' mathematical and didactic praxeologies as a tool for teacher education / Gisèle Cirade and Anne Crumière -- The education of prospective early childhood teachers within the paradigm of questioning the world / F. Javier García, Tomás Ángel Sierra, Mercedes Hidalgo and Esther Rodríguez -- The education of school and university teachers within the paradigm of questioning the world / Berta Barquero, Ignasi Florensa and Alicia Ruiz-Olarría -- On the contributions of the ATD to the teaching profession / Klaus Rasmussen, Kaj Østergaard and André Pressiat.

Additional Edition: Print version: Working with the anthropological theory of the didactic in mathematics education Abingdon, Oxon ; New York, NY : Routledge, 2020. ISBN 9780367187712

Language: English

Keywords: Electronic books. ; Electronic books. ; Conference papers and proceedings.

DOI: 10.4324/9780429198168

URL: https://www.taylorfrancis.com/books/9780429198168

UID:

Format: X, 34 p. 2 illus. , online resource.

ISBN: 9783319316222

Series Statement: ICME-13 Topical Surveys,

Content: This book examines the kinds of transitions that have been studied in mathematics education research. It defines transition as a process of change, and describes learning in an educational context as a transition process. The book focuses on research in the area of mathematics education, and starts out with a literature review, describing the epistemological, cognitive, institutional and sociocultural perspectives on transition. It then looks at the research questions posed in the studies and their link with transition, and examines the theoretical approaches and methods used. It explores whether the research conducted has led to the identification of continuous processes, successive steps, or discontinuities. It answers the question of whether there are difficulties attached to the discontinuities identified, and if so, whether the research proposes means to reduce the gap – to create a transition. The book concludes with directions for future research on transitions in mathematics education.

Note: Main Topics You Can Find in this “ICME-13 Topical Survey” -- Introduction -- Survey on the State-of-the-art -- Summary and Looking Ahead.

In: Springer eBooks

Additional Edition: Printed edition: ISBN 9783319316215

Language: English

DOI: 10.1007/978-3-319-31622-2

URL: http://dx.doi.org/10.1007/978-3-319-31622-2

UID:

Format: 1 online resource (644 pages)

Edition: 1st ed. 2024.

ISBN: 3-031-55939-8

Series Statement: Research Perspectives CRM Barcelona, 16

Content: This book includes contributions from the conference held in Barcelona in 2022. It brings together researchers interested in the Anthropological Theory of the Didactic (ATD) and aims at the following objectives: Establishing an updated overview of the results and progress in the ATD, concerning both basic research and the development of education systems, including teacher education; Developing a research programme around the most relevant open problems, either related to difficulties affecting education systems or the development of didactics as a scientific discipline; Identifying and studying the specific problems raised by the extension of the ATD’s conceptual and methodological tools to other fields. The conference is structured around the following thematic axis: Axis 1: Development of the foundations, tools and aims of research in the framework of the ATD – Axis 2: The Curriculum Problem and the paradigm of questioning the world – Axis 3: ATD and the professionalization of the teaching profession.

Note: What is Questioning the World? Towards an Epistemological and Curricular Break -- Problematic Issues Regarding Didactic Paradigms -- The Paradidactic: A (would-be) Fundamental Theory of Noospheres -- About a Didactic Model of Reference for the Teacher Position -- Study vs Learning: Mesogenesis and the Denial of the Didactic -- Is it the Same Twelfth? Questioning an Unquestioned Principle -- About the Mapping of Personal Practice Paths in the ATD.

Additional Edition: ISBN 3-031-55938-X

Additional Edition: ISBN 3-031-55941-X

Language: English

DOI: 10.1007/978-3-031-55939-6

UID:

Format: 1 Online-Ressource (xiii, 352 Seiten) : , Illustrationen.

ISBN: 978-3-030-76791-4

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-3-030-76790-7

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-3-030-76792-1

Language: English

Keywords: Mathematikunterricht ; Didaktik ; Aufsatzsammlung

DOI: 10.1007/978-3-030-76791-4

URL: Volltext  (URL des Erstveröffentlichers)