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

Kód výsledku v 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>

Nalezeny alternativní kódy

RIV/00216208:11410/22:10448580

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

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

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2022

Kód důvěrnosti údajů

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

Název periodika

ZDM-Mathematics Education

ISSN

1863-9690

e-ISSN

1863-9704

Svazek periodika

54

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

DE - Spolková republika Německo

Počet stran výsledku

14

Strana od-do

303-316

Kód UT WoS článku

000762150300001

EID výsledku v databázi Scopus

2-s2.0-85125386555