Journal Article10.1007/S11858-012-0448-4
From the didactical triangle to the socio-didactical tetrahedron: artifacts as fundamental constituents of the didactical situation
Sebastian Rezat,Rudolf Sträßer +1 more
93
TL;DR: In this paper, the role of artifacts in the teaching and learning of mathematics is analyzed from a socio-cultural perspective and it is shown that artifacts influence the didactical situation in a fundamental way.
read more
Abstract: Research on the use of artifacts such as textbooks and digital technologies has shown that their use is not a straight forward process but an activity characterized by mutual participation between artifact and user Taking a socio-cultural perspective, we analyze the role of artifacts in the teaching and learning of mathematics and argue that artifacts influence the didactical situation in a fundamental way Therefore, we believe that understanding the role of artifacts within the didactical situation is crucial in order to become aware of and work on the relationships between the teacher, their students and the mathematics and, therefore, are worthwhile to be considered as an additional fundamental aspect in the didactical situation Thus, by expanding the didactical triangle, first to a didactical tetrahedron, and finally to a “socio-didactical tetrahedron”, a more comprehensive model is provided in order to understand the teaching and learning of mathematics
read more
Chat with Paper
AI Agents for this Paper
Find similar papers on Google Scholar, PubMed and Arxiv
Write a critical review of this paper
Analyze citations of this paper to find unaddressed research gaps
Citations
Formación de Profesores de Matemáticas desde la Etnomatemática : estado de desarrollo
Hilbert Blanco-Álvarez,Alicia Fernández-Oliveras,María Luisa Oliveras +2 more
- 01 Jan 2017
TL;DR: In this article, a modelo sobre el desarrollo profesional del profesor and sus relaciones con otros elementos del sistema educativo, and una estructura for un curso de formacion de profesores desde la Etnomatematica was presented.
2
A didactical tetrahedron supporting co-disciplinary design, development and analysis of mathematical e-learning situations
Albano Giovannina,Eleonora Faggiano,Pier Giuseppe Rossi +2 more
- 01 Jan 2018
TL;DR: A comprehensive model, conceived as a heuristic to support a co-disciplinary approach to the design, development and analysis of the didactical system, in particular in the case of mathematical e-learning situations is proposed.
2
Postsecondary general education mathematics: theory and practice
TL;DR: In this paper , a general education mathematics course for first-year, under-prepared students is presented, in the form of an example of this theory in action, and the ongoing design, teaching, and evaluation of this course might inspire further revisions to general education at the undergraduate level.
2
Digitales Schulbuch zwischen Nutzungspotenzial und Nutzungspraxis
Alexandra Totter,Daniela Müller-Kuhn,Marlies Keller-Lee,Christine Rast +3 more
TL;DR: Die Nutzungspotenziale digitaler Schulbücher für den Fremdsprachenunterricht sind hoch, werden jedoch nicht vollständig ausgeschöpft.
Conceptualizing Curricular Reasoning:A Framework for Examining Mathematics Teachers’ Curricular Decisions
Shannon Dingman,Dawn Teuscher,Travis A. Olson,Lisa Kasmer +3 more
- 06 Oct 2021
TL;DR: In this article, the authors make a number of decisions that shape their lessons, which therein impact their students' opportunity to learn mathematics, and they focus on teachers, student, and student education.
2
References
Learning by expanding: An activity-theoretical approach to developmental research
Yrjö Engeström
- 01 Dec 2014
TL;DR: This chapter discusses the emergence of learning activity as a historical form of human learning and the zone of proximal development as the basic category of expansive research.
6.1K
•Book
Mind as action
James V. Wertsch
- 01 Jan 1998
TL;DR: Wertsch as mentioned in this paper argues that current approaches to social issues have been blinded by the narrow confines of increasing specialization in social sciences, and proposes a method of sociocultural analysis that connects the various perspectives of the social sciences in an integrated, non-reductive fashion.
3.3K
Sociomathematical Norms, Argumentation, and Autonomy in Mathematics
Erna Yackel,Paul Cobb +1 more
TL;DR: The sociomathematical norms of mathematics classrooms have been investigated in this article, where a second-grade classroom where mathematics instruction generally followed an inquiry tradition are used to clarify the processes by which sociomatical norms are interactively constituted and illustrate how these norms regulate mathematical argumentation and influence learning opportunities for both the students and the teacher.
1.8K
•Book
Theory of didactical situations in mathematics
Guy Brousseau
- 01 Jan 1997
Abstract: ion is not inevitable. In fact, shopkeepers have never abstracted the structures of modules which regulate their financial exchanges because they haven’t the motivation to do so. Schematization and formulation The schematization and the formulation of the structure follows the process of identification and of updating. Diénès does not plan any general situations specific to this stage (would something which is well conceived of spell itself out clearly?) but the representation by a graph is often envisaged as a simplified but natural and direct expression of the thought of a child. Representing objects by points and operators by arrows is learned by the use of imitation, like a language. Symbolization Symbolization is the transcription in a new language of properties represented in the preceding stage.
1.5K
Examining Key Concepts in Research on Teachers’ Use of Mathematics Curricula
TL;DR: A review of the literature on curriculum use over the last 25 years reveals significant variation in findings and in theoretical foundations as discussed by the authors, and a framework for characterizing and studying teachers' interactions with curriculum materials is proposed.