Design Tools in Didactical Research: Instrumenting the Epistemological and Cognitive Aspects of the Design of Teaching Sequences

Ruthven, Kenneth; Laborde, Colette; Leach, John; Tiberghien, Andrée

doi:10.3102/0013189x09338513

Cited by 132 publications

(93 citation statements)

References 24 publications

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“…Alternatives to variation theory could be used to provide the design tools for learning study. For example, design based research in Europe attempts to derive such tools from 'grand' theories such as constructivism (Ruthven, Laborde, Leach and Tiberghien, 2009) …”

Section: Resultsmentioning

confidence: 99%

Synthesising theory and practice in teacher education through learning study

Wood¹

2013

EREJ

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Abstract:This paper outlines and exemplifies the features of Learning Study, a form of teacher action research which has the potential to create the conditions necessary for building pedagogical knowledge. Learning Study is a coalescence of lesson study, design based research and the Variation Theory of learning. It places emphasis on the determination of the object of learning and its critical aspects as a precursor to the design of learning situations. The Learning Study process and outcomes are described here with reference to a study of high school students learning to interpret contour maps. Being explicit about learning theory is seen to afford the opportunity to transform teacher education and professional development through clinical practice.

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Section: Resultsmentioning

confidence: 99%

Synthesising theory and practice in teacher education through learning study

Wood¹

2013

EREJ

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“…Reports on DBR studies often do not achieve satisfactory coherence among theoretical perspectives, instructional design, and a posteriori analysis (Abrahamson & Wilensky, 2007;Artigue, Cerulli, Haspekian, & Maracci, 2009;Kelly, 2004;Puntambekar & Sandoval, 2009;Ruthven, Laborde, Leach, & Tiberghien, 2009). We attempt to achieve such coherence as follows: (a) our post-hoc analytic attention to the multimodality of discourse in our empirical data resonates with the epistemological commitments underlying our embodied-design framework (Abrahamson, 2009d); and (b) probability is a suitable content domain for the study of multimodal reasoning, because the challenges of expressing randomness numerically may impel students to resort to alternative discursive genres such as metaphor (Rubin & Hammerman, 2007).…”

Section: Methodsmentioning

confidence: 99%

Try to See It My Way: The Discursive Function of Idiosyncratic Mathematical Metaphor

Abrahamson

Gutiérrez

Baddorf

2012

Mathematical Thinking and Learning

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What are the nature, forms, and roles of metaphors in mathematics instruction ? We present and closely analyze three examples of idiosyncratic metaphors produced during one-to-one tutorial clinical interviews with 11-year-old participants as they attempted to use unfamiliar artifacts and procedures to reason about realistic probability problems. Our interpretations of these episodes suggest that metaphor is both spurred by and transformative of joint engagement in situated activities: metaphor serves individuals as semiotic means of objectifying and communicating their own evolving understanding of disciplinary representations and procedures, and its multimodal instantiation immediately modifies interlocutors' attention to and interaction with the artifacts. Instructors steer this process toward normative mathematical views by initiating, modifying, or elaborating metaphorical constructions. We speculate on situation parameters affecting students' utilization of idiosyncratic resources as well as how socio-mathematical license for metaphor may contribute to effective instructional discourse.

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“…Research on the implementation of teaching and learning sequences (TLSs) has shown that they can be an effective way of feeding research into teaching practices [1][2][3][4][5]. The improvement derived from the use of TLSs has been shown in some cases to be significant even for teachers with little specific training of the specific TLS [6,7].…”

Section: Introductionmentioning

confidence: 99%

Evaluating and redesigning teaching learning sequences at the introductory physics level

Guisasola

Zuza

Ametller

et al. 2017

Phys. Rev. Phys. Educ. Res.

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In this paper we put forward a proposal for the design and evaluation of teaching and learning sequences in upper secondary school and university. We will connect our proposal with relevant contributions on the design of teaching sequences, ground it on the design-based research methodology, and discuss how teaching and learning sequences designed according to our proposal relate to learning progressions. An iterative methodology for evaluating and redesigning the teaching and learning sequence (TLS) is presented. The proposed assessment strategy focuses on three aspects: (a) evaluation of the activities of the TLS, (b) evaluation of learning achieved by students in relation to the intended objectives, and (c) a document for gathering the difficulties found when implementing the TLS to serve as a guide to teachers. Discussion of this guide with external teachers provides feedback used for the TLS redesign. The context of our implementation and evaluation is an innovative calculus-based physics course for first-year engineering and science degree students at the University of the Basque Country.

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Design Tools in Didactical Research: Instrumenting the Epistemological and Cognitive Aspects of the Design of Teaching Sequences

Cited by 132 publications

References 24 publications

Synthesising theory and practice in teacher education through learning study

Synthesising theory and practice in teacher education through learning study

Try to See It My Way: The Discursive Function of Idiosyncratic Mathematical Metaphor

Evaluating and redesigning teaching learning sequences at the introductory physics level

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