Criterios valorativos y normativos en la Didáctica de las Matemáticas: el caso del constructo idoneidad didáctica

Abstract

Resumen En diversas investigaciones se ha observado el siguiente fenómeno: los criterios de idoneidad didáctica propuestos por el Enfoque Ontosemiótico funcionan como regularidades en el discurso de los profesores cuando justifican que sus propuestas didácticas representan una mejora, sin habérseles enseñado el uso de esta herramienta para guiar su reflexión. En este artículo se explica dicho fenómeno, situando el constructo idoneidad didáctica en la problemática del papel que deben jugar las valoraciones y los principios normativos en la práctica del profesor. Más en general, se realiza un trabajo de desarrollo teórico del constructo idoneidad didáctica: cómo se originó, hacia qué nos conduce y cómo puede afectar a la práctica del profesor.

Combined Use of the Lesson Study and the Criteria of Didactical Suitability for the Development of the Reflection on the own Practice in the Training of Mathematics Teachers

“…In relation to the results obtained in our research and those just discussed, one aspect to explain is the reason why the CDS function implicitly as regularities in the discourse of teachers without having been taught the use of this tool to guide their reflection. A plausible explanation (Breda, Font, & Pino-Fan, 2018) is that the CDS reflect consensus on how it should be a good teaching of mathematics widely assumed in the community of educators (as); and it is plausible to think that the implicit use made by the teachers of the CDS is due to their training and previous experience, which makes them share in these consensus. Although this explanation does not seem very convincing in the case of teachers in initial training, as it is evident that they have not participated in the generation of consensus that are the support of the CDS.…”

“…b) Emergence of different types of didactic analysis (descriptive, explanatory and evaluative): The sharing of the analyses carried out by the different groups allows observing how the large group contemplates these three different types of didactic analysis, although each group only contemplates some from them. c) Trends in the teaching of mathematics: The episodes analysed have been selected in such a way that the participants implicitly apply some of the current trends in the teaching of mathematics (Breda, Font & Pino-Fan, 2018). Afterwards, the participants are observed to have used some of these tendencies implicitly.…”

“…d) Theory (suitability criteria): It is explained that the Criteria of Didactical Suitability should be understood as principles emanating from the argumentative discourse of the educational community, when it is aimed at achieving a consensus on what can be considered better. It is also explained that for the development of the Didactical Suitability construct, the current trends on the teaching of mathematics, the NCTM principles (2000) and the contributions of the different theoretical approaches of Mathematics Didactics (Godino, 2013;Breda, Font & Pino-Fan, 2018). e) Reading and commenting on parts of some final master's work from previous courses in which future teachers of previous courses used the Criteria of Didactical Suitability to assess the didactic unit they implemented.…”

Papel de las situaciones adidácticas en el aprendizaje matemático. Una mirada crítica desde el enfoque ontosemiótico

“…La herramienta configuración didáctica ayuda a comprender la dinámica y complejidad de las interacciones entre el contenido, el docente, los discentes y el medio. La optimización del aprendizaje ENSEÑANZA DE LAS CIENCIAS, 38-1 (2020), 129-164 puede tener lugar localmente mediante un modelo mixto que articula la transmisión de conocimientos, la indagación y la colaboración, modelo gestionado mediante criterios de idoneidad didáctica (Godino et al, 2007;Breda, Font y Pino-Fan, 2018) interpretados y adaptados al contexto por el profesor.…”

Analysis of Didactical Trajectories in Teaching and Learning Mathematics: Overcoming Extreme Objectivist and Constructivist Positions

“…The didactic suitability (Godino et al, 2007;Godino, 2013) of a process of instruction is defined as the degree at which the said process (or part of the same) meets certain characteristics that enable us to say it is optimum or adequate to be adapted among the personal meanings achieved by the students (learning) and the institutional meanings intended or implemented (teaching), taking into account the circumstances and the resources available (context). This supposes the coherent articulation of six facets or dimensions: epistemic, ecological, cognitive, affective, interactional and mediational (Breda, Font and Pino-Fan, 2018). (Godino et al, 2015(Godino et al, , p. 2646 The notion of didactic suitability and its six facets provides criteria to delimit the significantness of the didactic facts that occur in the processes of mathematics studies.…”