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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.
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 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.
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 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.
The book focuses on the latest developments of the Anthropological
Theory of the Didactic (ATD) and its links with other approaches in
mathematics education. Leading researchers in the ATD and
especially its creator, Yves Chevallard, present recent research
results, theoretical advances and new methodologies in this
approach, concerning critical educational problems at all levels.
The book is addressed to researchers in mathematics education and
all related fields, to teacher educators and teachers in primary,
secondary and tertiary education interested in curriculum issues
and research in didactics. The book includes four sections that
correspond to four axes of current research in the framework of the
ATD. The first one studies the relations between the ATD and other
research frameworks. The second section focuses on the crucial role
of didactics in teacher education, and the experiences carried out
at different instructional levels. The third section addresses the
curriculum problem in the historical transition from the classical
paradigm of visiting works to the emerging didactic paradigm of
questioning the world. The last section is about research in
didactics at the university level, with investigations about the
analysis of didactic transposition processes and the design and
implementation of various instructional formats.
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