The Same and the Different: On Semantization and Instrumentalization Practices in the (Maths) Classroom
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F20%3A10416574" target="_blank" >RIV/00216208:11410/20:10416574 - isvavai.cz</a>
Nalezeny alternativní kódy
RIV/00216224:14410/20:00114368 RIV/49777513:23420/20:43963617
Výsledek na webu
<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=M0OKp3Va6p" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=M0OKp3Va6p</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1177/2158244020950380" target="_blank" >10.1177/2158244020950380</a>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
The Same and the Different: On Semantization and Instrumentalization Practices in the (Maths) Classroom
Popis výsledku v původním jazyce
There is no education without content. Teaching and learning in schools is devoted to "something," not to "nothing" or "anything." The more heterogeneous, multicultural, and multilingual the classroom, the more semantization of educational content within teaching and learning is needed. Therefore, the role of various languages in the classroom is revisited. In this article, we elaborate on the theory of language-sensitive content transformation and introduce the concept of operational isomorphism and its potential in the field of didactics, research on teaching, and learning and teacher education. Using a case study of mathematics teaching, we illustrate, how students can benefit from semantization and instrumentalization practices in the classroom and how these processes take the form of extensional deconstruction and intensional expansion or intensional condensation.
Název v anglickém jazyce
The Same and the Different: On Semantization and Instrumentalization Practices in the (Maths) Classroom
Popis výsledku anglicky
There is no education without content. Teaching and learning in schools is devoted to "something," not to "nothing" or "anything." The more heterogeneous, multicultural, and multilingual the classroom, the more semantization of educational content within teaching and learning is needed. Therefore, the role of various languages in the classroom is revisited. In this article, we elaborate on the theory of language-sensitive content transformation and introduce the concept of operational isomorphism and its potential in the field of didactics, research on teaching, and learning and teacher education. Using a case study of mathematics teaching, we illustrate, how students can benefit from semantization and instrumentalization practices in the classroom and how these processes take the form of extensional deconstruction and intensional expansion or intensional condensation.
Klasifikace
Druh
J<sub>imp</sub> - Článek v periodiku v databázi Web of Science
CEP obor
—
OECD FORD obor
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Návaznosti výsledku
Projekt
<a href="/cs/project/GA20-13038S" target="_blank" >GA20-13038S: Produktivní kultura vyučování a učení</a><br>
Návaznosti
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Ostatní
Rok uplatnění
2020
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název periodika
SAGE Open [online]
ISSN
2158-2440
e-ISSN
—
Svazek periodika
10
Číslo periodika v rámci svazku
3
Stát vydavatele periodika
US - Spojené státy americké
Počet stran výsledku
12
Strana od-do
2158244020950380
Kód UT WoS článku
000563212000001
EID výsledku v databázi Scopus
2-s2.0-85089571314