Theory of Didactical Situations in Mathematics as one of the theoretical approaches to the LPS analysis of classroom data: the case of institutionalization

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12410%2F22%3A43904338" target="_blank" >RIV/60076658:12410/22:43904338 - isvavai.cz</a>

Alternative codes found

RIV/00216208:11410/22:10448580

Result on the web

<a href="https://link.springer.com/content/pdf/10.1007/s11858-022-01331-z.pdf" target="_blank" >https://link.springer.com/content/pdf/10.1007/s11858-022-01331-z.pdf</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1007/s11858-022-01331-z" target="_blank" >10.1007/s11858-022-01331-z</a>

Result language

angličtina

Original language name

Theory of Didactical Situations in Mathematics as one of the theoretical approaches to the LPS analysis of classroom data: the case of institutionalization

Original language description

The Learner&apos;s Perspective Study (LPS) offers an extremely rich source of data for analyses of classroom situations. In this paper we focus on events in mathematics classrooms through the lens of the Theory of Didactical Situations in Mathematics, namely, on the situation of institutionalization. During the phase of institutionalization, the teacher tends to help pupils to transform a piece of their knowledge from the means of resolving a problem to a reference for further uses in new situations. A detailed analysis of transcripts of communication between a Czech teacher and her 14- to 15-year-old pupils resulted in the classification of institutionalization into four types, as follows: asking additional questions referring to statements from the stage of validation with the aim of adding new knowledge to the repertoire; presenting a mathematical proof of a statement from validation; asking pupils to solve a similar problem; and setting problems for pupils, whose solution will allow them to apply the acquired knowledge. These are presented and illustrated in the paper. The combination of video-recordings from three cameras (one recording the teacher, one a pair of pupils and one the whole class), together with interviews with the teacher and the pair of pupils, materials prepared by the teacher, and pupils&apos; productions, allows us to gain a deeper understanding of the role of institutionalization in mathematics education.

Czech name

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Czech description

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Type

J_imp - Article in a specialist periodical, which is included in the Web of Science database

CEP classification

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OECD FORD branch

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project

—

Continuities

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year

2022

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

ZDM-Mathematics Education

ISSN

1863-9690

e-ISSN

1863-9704

Volume of the periodical

54

Issue of the periodical within the volume

2

Country of publishing house

DE - GERMANY

Number of pages

14

Pages from-to

303-316

UT code for WoS article

000762150300001

EID of the result in the Scopus database

2-s2.0-85125386555