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

Godino, Juan D.; Rivas, Hernán; Burgos, María; Wilhelmi, Miguel R.

doi:10.12973/iejme/3983

Cited by 6 publications

(11 citation statements)

References 17 publications

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“…Besides being applied to students, the onto-semiotic approach can also be used to analyze the learning flow applied by the teacher. The didactical learning trajectories based on the constructive and objective models can be analyzed using the onto-semiotic approach (Godino, Rivas, Burgos, & Wilhelmi, 2018).…”

Section: Introductionmentioning

confidence: 99%

Students’ Obstacles in Learning Sequence and Series Using Onto-Semiotic Approach

Rachma

Rosjanuardi

2021

JPM Unsri

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Sequences and series is one of the mathematical topics that are related to everyday life. The topic is also taught at several levels of education in Indonesia. However, many students still experrienced difficulties in learning this topic. This study uses an interpretive paradigm that is part of the Didactical Design Research (DDR). This research aims to analyze students’ learning obstacles on the topic of sequence and series using the onto-semiotic approach. To do so, written test consists of five questions related to the conceptual understanding of an arithmetic sequences and series was administered to 23 students from one of the senior high schools in Kota Tangerang Selatan followed by interviews with 4 students. The results show that learning obstacles are classified into epistemological, ontogenic, and didactical obstacles. Based on the onto-semiotics approach, the students had difficulties in defining a mathematical idea on sequences and series topics. They could convert a problem into mathematical model but were confused to use a proper procedure. It can be concluded that students still experience obstacles in learning sequences and series topic. The results of this study can be used by teachers as considerations in designing learning situation on the topic of sequence and series.

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Section: Introductionmentioning

confidence: 99%

Students’ Obstacles in Learning Sequence and Series Using Onto-Semiotic Approach

Rachma

Rosjanuardi

2021

JPM Unsri

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“…This teaching system, ignoring the natural language of students 11 , showed very weak results. It was sharply criticized by the supporters of the Ilminsky system [13,15,25,26], which allowed teaching in the native language, which had some positive results in the Volga and Ural regions.…”

Section: Discussionmentioning

confidence: 99%

Educational Policy of the Russian Empire in the Turkistan Region (The Second Half of the XIXTH - the Beginning of the XXTH Century)

2019

IJITEE

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Abstract: The expansion of the Russian Empire was accompanied by a steady increase of its ethnocultural diversity. The weak integration of Russian society prompted the ruling circles to search for effective ways of the annexed people introduction to the sociocultural values that dominate in the country. The problem of acculturation was most difficult in Central Asia, annexed to Russia only in the second half of the 19th century. School policy was recognized as the most important means of foreigner adaptation to the all-Russian cultural space. However, it had a rather differentiated character in different regions of the empire. The aim of the undertaken research is to identify the main trends in the formation and development of Russian educational policy in Turkestan, to identify its specifics and general aspects with politics in other Muslim regions. The analysis of legislative acts, paperwork, historical and ethnographic, statistical collections, periodical press materials, as well as the works of prominent adherents of foreign education allowed the author to draw a conclusion about the unity of the goal-setting principles and established traditions of state educational policy regarding the Muslim population. Its most important trend was school policy aimed at local people integration into the public education system. At the same time, the weak "development" of the Central Asian region prompted the authorities to apply more cautious forms of educational policy in comparison with other, relatively integrated parts of the country.

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“…Various pedagogies propose different approaches to implementing teaching and learning activities. The objectivist learning model suggests the transfer of knowledge is best delivered directly by instructors through traditional lectures because knowledge is objective rather than subjective [10]. In this model, the instructor acts as an expert on the topics learned.…”

Section: Crisis Resilience Pedagogymentioning

confidence: 99%

Crisis Resilience Pedagogy (CRP) for Teaching and Learning

Chow

Lam

King

2020

2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE)

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Schools and universities face unprecedented challenges in times of crisis. Traditional teaching and learning approaches become inadequate in knowledge transmission when face-to-face teaching is unavailable. In this paper, we explore the use of resilience pedagogy in times of crisis. First, we propose Crisis Resilience Pedagogy (CRP) by analyzing key attributes of resilience and how they can be incorporated into education. Second, we discuss how CRP can be widely adopted with reference to the diffusion theory of innovation. Third, we explore how CRP can be applied and incorporated as part of the education system. CRP brings flexibility to the current education system and ensures students learn effectively in times of crisis.

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

Cited by 6 publications

References 17 publications

Students’ Obstacles in Learning Sequence and Series Using Onto-Semiotic Approach

Students’ Obstacles in Learning Sequence and Series Using Onto-Semiotic Approach

Educational Policy of the Russian Empire in the Turkistan Region (The Second Half of the XIXTH - the Beginning of the XXTH Century)

Crisis Resilience Pedagogy (CRP) for Teaching and Learning

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