El Papel de la Fase de Observación de la Implementación en la Metodología Estudio De Clases

Breda, Adriana; Hummes, Viviane Beatriz; Silva, Rodrigo Sychocki da; Sánchez, Alicia

doi:10.1590/1980-4415v35n69a13

Cited by 15 publications

(10 citation statements)

References 12 publications

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“…Once the data was chosen, the analysis of the episodes was based on the didactic analysis proposed by the OSA [23,25], which has been suggested to describe and explain the instructional process because it helps to understand and answer the question "what happened here and why". It is composed of five elements: identification of mathematical practices, identification of mathematical objects and processes, description of interactions, identification of norms, and assessment of the suitability of the instructional process.…”

Section: Discussionmentioning

confidence: 99%

Norms That Regulate the Theorem Construction Process in an Inquiry Classroom of 3D Geometry: Teacher’s Management to Promote Them

2021

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This paper aims to illustrate how a teacher instilled norms that regulate the theorem construction process in a three-dimensional geometry course. The course was part of a preservice mathematics teacher program, and it was characterized by promoting inquiry and argumentation. We analyze class excerpts in which students address tasks that require formulating conjectures, that emerge as a solution to a problem and proving such conjectures, and the teacher leads whole-class activities where students’ productions are exposed. For this, we used elements of the didactical analysis proposed by the onto-semiotic approach and Toulmin’s model for argumentation. The teacher’s professional actions that promoted reiterative actions in students’ mathematical practices were identified; we illustrate how these professional actions impelled students’ actions to become norms concerning issues about the legitimacy of different types of arguments (e.g., analogical and abductive) in the theorem construction process.

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Section: Discussionmentioning

confidence: 99%

Norms That Regulate the Theorem Construction Process in an Inquiry Classroom of 3D Geometry: Teacher’s Management to Promote Them

2021

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“…Essa quebra no ciclo de opressão é apontada por Freire (2019) na "pedagogia do oprimido". 2020;BREDA, et. al., 2021).…”

Section: Segundo Encontrounclassified

“…esses CID e aos critérios epistêmico e cognitivo, a etapa de implementação do Estudo de Aula (BREDA, et. al., 2021) praticada pelos professores foi condizente com o que foi combinado na etapa de planejamento.…”

Section: Primeira Aplicação Em Sala De Aulaunclassified

“…Importante anotar que ao invés de uma seção de reflexão de duas horas para cada grupo, dessa vez foi necessário apenas um encontro para os dois grupos. Isso revela que a compreensão do processo do Estudo de Aula (BREDA, et. al., 2021) Também vale mencionar semelhanças entre as aplicações, onde, assim como na aplicação do outro grupo, uma aluna completou a atividade de maneira assíncrona após a visita ao PVP.…”

Section: Décimo Quarto Encontrounclassified

“…SÁNCHEZ, 2021). Além disso, a experiência com a interação através das redes sociais se apresenta para a Idoneidade Didática na intersecção dos critérios interacional e mediacional, e fica evidenciado na fala de P1 uma preocupação com o critério epistêmico quando afirma ter espaço para abordar a matemática de uma maneira mais "filosófica" (GODINO, 2011).…”

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O Estudo de Aula no contexto da formação de professores na Educação Popular: uma análise a partir dos Critérios de Idoneidade Didática

Franzen¹

2022

Anais Do Encontro Brasileiro De Estudantes De Pós-Graduação Em Educação Matemática

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This research refers to an investigation, of a qualitative nature, which resulted in a master's thesis, carried out in the space of Popular Education (PE). The pandemic that broke out in 2020 is the context of this work, which took place nearly entirety in the context of Emergency Remote Teaching (ERT), with the use of Information and Communication Technologies (ICT). In this way, the research sought to articulate the theoretical frameworks of the Lesson Study (LS) practice with the Didactic Suitability Criteria (DSC) in an extension course in the training of teachers who worked in the teaching of Mathematics in PE. The proposed extension course was held in 2021, where teachers participated in a complete LS cycle with planning, execution and reflection of classes implemented in this context. The production of data took place in a totally remote way in which recordings of the meetings and classes taught by the researcher were produced. The analyzes are concentrated on the productions of the group of teachers participating in the training course and the main objective of the research was to analyze which and how the DSC were used by this group of participating teachers.Based on an analysis of the data produced in the research, it can be said that there is a gap between theory and practice in teaching planning. In this case, the importance of these moments of reflection on teaching practice provided by LS is reiterated. From our analysis, we understand that the discussions promoted in the extension course expanded the theoretical framework of the professors on a reflection of the lesson plans elaborated and implemented by them. In addition, our expectation was to engage the group of participating teachers in moments of collective reflection, which could be integrated and taken beyond the scope of the training course.

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Combined use of the extended theory of connections and the onto-semiotic approach to analyze mathematical connections by relating the graphs of f and f’

2023

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The literature reports that students have difficulties connecting different meanings, multiple representations of the derivative, and performing reversibility processes between representations of f and f’. The research goal is to analyze the mathematical connections that university students establish when solving tasks that involve the graphs of f and f’ when the two functions do not have associated symbolic expressions. Seven students from the first year of undergraduate studies in mathematics from a university in southern Mexico participated. For data collection, two tasks involving the graphical context of the derivative were applied. An analysis of the mathematical activity was carried out by the participants with the analysis model proposed by the onto-semiotic approach, and thematic analysis with types of mathematical connections from the extended theory of connections was carried out to infer the connections made in that mathematical activity, which allowed us to consider the reversibility connection between the graphs of f and f’ as the encapsulation of a portion of the mathematical activity. Four students establish the reversibility relationship between the graph of f and the graph of f’. It has been concluded that some students can establish the reversibility connection between the graphs of f and f’, but the complexity of the mathematical activity that encapsulates the connection explains (by showing everything that the student must do) why some students are not able to establish it.

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El Papel de la Fase de Observación de la Implementación en la Metodología Estudio De Clases

Cited by 15 publications

References 12 publications

Norms That Regulate the Theorem Construction Process in an Inquiry Classroom of 3D Geometry: Teacher’s Management to Promote Them

Norms That Regulate the Theorem Construction Process in an Inquiry Classroom of 3D Geometry: Teacher’s Management to Promote Them

O Estudo de Aula no contexto da formação de professores na Educação Popular: uma análise a partir dos Critérios de Idoneidade Didática

Combined use of the extended theory of connections and the onto-semiotic approach to analyze mathematical connections by relating the graphs of f and f’

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