Epistemologies of Mathematics and of Mathematics Education

Leder, Gilah C.; Forgasz, Helen; Solar, Claudie

doi:10.1007/978-94-009-1465-0_26

Cited by 55 publications

(40 citation statements)

References 20 publications

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“…Diverse survey works (Ernest, 1994;Sierpinska and Lerman, 1996;Font, 2002) oriented to provide proposals for organizing the different research programmes in Mathematics Education have shown the diversity of theoretical approaches that are being developed at present. This variety is unavoidable, even enriching at some moments, but the progress of the discipline and the strengthening of its practical applications require a collective effort to identify the firm nucleus of concepts and methods that, in the long run, should crystallize in a true research program, using Lakatos's terminology (1983).…”

Section: The Need For a Comprehensive Approach To Mathematics Educationmentioning

confidence: 99%

The onto-semiotic approach to research in mathematics education

Godino

Batanero

Moll

2007

ZDM Mathematics Education

439

218

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Section: The Need For a Comprehensive Approach To Mathematics Educationmentioning

confidence: 99%

The onto-semiotic approach to research in mathematics education

Godino

Batanero

Moll

2007

ZDM Mathematics Education

439

218

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“…Constructivism basically derives from Piaget's work which focuses on the internal, cognitive or conceptual development of the learners (Sierpinska & Lerman, 1996). It is often being referred to the idea that learners construct knowledge for themselves.…”

Section: Constructivismmentioning

confidence: 99%

Assessing the Use of YouTube Videos and Interactive Activities as a Critical Thinking Stimulator for Tertiary Students: An Action Research

June¹,

Yaacob²,

Kheng³

2014

IES

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The purpose of this action research was to investigate the use of YouTube videos and interactive activities in stimulating critical thinking among students from a public university in Malaysia. There were 50 students of mixed background, comprised of local and foreign students who participated in this study which lasted for one semester. Data was collected using a few approaches which included video recording of the lessons, students' and researcher's reflections and role play. In this paper, we specifically focus on the students' reflections of their experience while using YouTube videos. Thematic analysis was conducted to examine the themes that emerged in their reflections. Using Lewin's Action research model supported by Constructivism Theory, a-four stage action research consisted of planning, acting, observing and reflecting were conducted. We found that YouTube Videos were fun and interesting, increased students' participation and engagement and enhanced their critical thinking skills. The students were able to participate actively and demonstrated strong interest in the learning process as they were able to understand lectures better by visualizing the content and relating it to real workplace. Our study revealed the potential of YouTube video as a tool for stimulating students' learning and enhancing their critical thinking.

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“…Bauersfeld et al (1985) adaptaron los conceptos sociológicos del Interaccionismo Simbólico a los de la enseñanza y el aprendizaje de las matemáticas, dando surgimiento así a la Aproximación Interaccionista en Educación Matemática. Esta considera que la evolución del conocimiento matemático, al igual que sus fuentes, tienen una gran influencia sociocultural (Sierpinska y Lerman, 1996). Las matemáticas son consideradas resultado de los procesos sociales (Lakatos, 1976;Wittgenstein, 1967, citados por Voigt, 1995 y no como un conjunto de relaciones verdaderas, objetivas e inmutables entre objetos, como lo establecen las teorías platónicas o intuicionistas.…”

Section: La Aproximación Interaccionista -Los Patrones De Interacciónunclassified

Estudio de interacciones en clase de matemáticas: un caso con futuros profesores de matemáticas

Pagés

Olave

Lezama

2018

EduMate

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Resumen. En este artículo se presenta el reporte parcial de una investigación en el campo de la Formación del Profesor de Matemáticas donde participaron estudiantes de profesorado de matemáticas de Uruguay. El objetivo fue determinar qué patrones de interacción predominaban en las clases de los futuros profesores participantes, entre los patrones descritos por la Aproximación Interaccionista en Educación Matemática. Para ello se observaron y video grabaron clases de tres estudiantes de profesorado de matemáticas, en el último año de la práctica docente durante su formación, atendiendo a las interacciones sociales que llevan con sus alumnos. En este artículo analizamos episodios de clases de dos de los tres futuros profesores, que fueron seleccionados atendiendo al patrón que configuraban en sus interacciones, y a la relación de dicho patrón con el conocimiento tratado y el momento de la clase en que se configuró. Hemos encontrado evidencia que nos permite concluir que la institucionalización de conceptos o propiedades en la clase puede conducir a la configuración

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Epistemologies of Mathematics and of Mathematics Education

Cited by 55 publications

References 20 publications

The onto-semiotic approach to research in mathematics education

The onto-semiotic approach to research in mathematics education

Assessing the Use of YouTube Videos and Interactive Activities as a Critical Thinking Stimulator for Tertiary Students: An Action Research

Estudio de interacciones en clase de matemáticas: un caso con futuros profesores de matemáticas

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