Search

In this work, we describe a set of didactic - mathematical indicators to determine the development of the dialectics. These indicators are not definitive and their first formulations are the result of the analysis of the data obtained when implementing a research and study paths (RSP) at the last year of the Argentine secondary level. From these indicators, we conclude that the most frequent dialectics are: individual and collective, subject and out-of-subject, research and study, praxeological analysis-synthesis/didactic synthesis-analysis and black boxes and clear boxes. [ABSTRACT FROM AUTHOR]

An important issue for research in university mathematics education is the use of mathematics in engineering. Here we focus on praxeologies in a course on system and signal theory (SST), which represents a typical module in electrical engineering studies in the third or fourth semester. In such courses, mathematics already studied in introductory mathematics courses will be applied, but also enriched by the introduction and development of new practices, in particular the so-called Dirac-impulse. We claim that the introduction and justification of the Dirac-impulse in SST is a convenient case where basic facets of epistemological relations between mathematics and engineering sciences might be illustrated and shown to be important for a detailed description and analysis of logos blocks of praxeologies. The background for our considerations regarding logos blocks of praxeologies that concern the introduction of the Dirac-impulse is given by philosophical studies by Wahsner and Borzeszkowski (1992, 2012) and a few illuminating remarks by Dirac. [ABSTRACT FROM AUTHOR]

A general praxeological scheme is applied to express relations between praxeological blocks depending on the goal of the analysis and the specific institutional setting within which a mathematical praxeology is considered. Besides its heuristic function, the scheme provides a framework for context dependent categorizations of praxeologies. The poster exemplarily illustrates the application of the scheme to two different contexts: measures supporting students in their first year of study; the use of mathematics in engineering sciences. [ABSTRACT FROM AUTHOR]

This paper reports on results of teaching experiments with a study and research path carried out in Japanese lower secondary school classrooms. The generating question relates to the change of world population. Based on these results, we discuss the conditions and constraints for implementing inquiry in ordinary teaching in. [ABSTRACT FROM AUTHOR]

This work aims to study the ecology of the knowledge proportionality on the curricular references from the state of Pernambuco (Brazil), in elementary school and in high school. Qualitative research of documents, which allows for the analyses of the institutional approach to the knowledge proportionality under the Anthropologic Theory of Didatics. Therefore, we have identified the existence of an institutional approach between the knowledge proportionality and the reference analyzed. We have found different places that constitute the habitats of this knowledge and have identified its activities on different niches. [ABSTRACT FROM AUTHOR]

This paper is about didactical decisions taken by teachers of mathematics and the factors that can influence them. We are on secondary school in Andorra, a context characterized by a particular educational diversity. We use the model of educational decisions in the framework of the anthropological theory of the didactic (ATD) with the levels of codetermination combined with the structuring of the educational environment in Theory of Didactic Situations (TSD). From the model of the didactic transposition, we focus our study on the teaching of algebra and in algebraic solving equations. We propose a reference model for a comparative analysis of mathematics education in the context under study. Our work aims to study the institutional factor in the context of mathematics education in Andorra. [ABSTRACT FROM AUTHOR]

The MAL-project (Multimodal Algebra Learning) develops a digital system for learning algebra. A key issue is its applicability in schools and textbooks. The paper reports about a partial study of the project which aims at uncovering connecting factors that allow adapting the system to praxeologies in schools and textbooks. In the paper, the study and preliminary results are presented. [ABSTRACT FROM AUTHOR]

We present the design of a modelling activity based on the dialogue between anthropological theory of the didactic (ATD) and the Action-Process-Object-Schema (APOS) theory. We focus in illustrating the potentiality of this dialogue for the design and analysis of research experiences. [ABSTRACT FROM AUTHOR]

This paper constitutes an essay in which we propose to present and discuss a model for the investigation of phenomena related to the cognitive dimension from the anthropological theory of the didactic (ATD). This model is one of the main results of the doctoral thesis of the first author. In his thesis he set out to characterize the place of the psychological subject in ATD. Of theoretical-empirical nature, this study assumes cognition as a phenomenon located in the institutional context and analyzes the functioning of the didactic system in the teaching of probability in the degree in Mathematics. The analysis of the didactic system culminated in the proposition of an investigation model which is organized in three levels: 1. Institutional dimension that reinforces the context of institutions; 2. Dimension of the didactic system functioning that is linked to the practices related to mathematical activities; and 3. Personal dimension, that refers to the participation and engagement of the subjects in the didactic system. In order to present the model, we initially retake theoretical elements of social anthropology to argue for cognition as a phenomenon situated in the institutional context. Then, we characterize the place of the psychological subject in ATD and we propose a model to analyze phenomena and aspects related to the cognitive dimension from the anthropological approach of the didactic. [ABSTRACT FROM AUTHOR]

We analyzed in our research the first degree equation introduction in Brazilian secondary school textbooks approved by the National Program of Text Books (PNLD). In this sense, the Anthropologic Didactical Theory (TAD), proposed by Yes Chevallard, frame worked the research. Here we discuss such theoretical framework as well as present the methodological approach used. Two Year 7 textbooks collections were analyzed as approved in the 1999, 2002, 2005, 2008 and 2011 evaluations. The results show that the existent organizations in the collections are not always done in a way of clarifying the existent differences between the subtypes of worked tasks as well as the potentialities of the organized or systematic technics. The collections do not change the mathematical praxeology but the didactical ones. [ABSTRACT FROM AUTHOR]