Meta-Didactical Transposition: A Theoretical Model for Teacher Education Programmes

MOOCs for Mathematics Teacher Education to Foster Professional Development: Design Principles and Assessment

“…The theoretical elements used independently by both trainer-researchers' teams in Italy and in France are the notion of the communities of practice (Wenger 1998) and the theory of the Meta-Didactical Transposition (MDT;Arzarello et al 2014). Therefore, when the two teams exchanged on their respective experiences with MOOCs for mathematics teacher education, these theoretical elements emerged as a common global frame.…”

“…Our task can be expressed through a winegrowers' maxim: "put the new wine in old barrels". Namely, we had to analyse a new way of designing and assessing courses for teachers through MOOCs, using (at least a part of) the old and powerful theoretical lens of the MDT (Arzarello et al, 2014). Our chapter accomplished this task, making it possible to produce a "good wine", apt to the analysis we were faced to; moreover, it made possible a comparison of pros and cons with respect to the two approaches (the Italian and the French ones).…”

Construcción de una praxeología para la enseñanza en la institución de formación del profesorado

“…En segundo lugar, porque es también una fuente de nuevas cuestiones para proseguir con el estudio, tanto para los profesores que lo experimentan como para los investigadores o formadores. Finalmente, creemos que este módulo puede representar un buen terreno de cooperación entre profesores e investigadores en una perspectiva análoga a la que propone el equipo de la Universidad de Turín dirigido por Arzarello et al (2013). Al plantearse la cuestión de la formación del profesorado, parece razonable construir las praxeologías para la enseñanza sobre la base de las praxeologías matemáticas por enseñar reconstruidas y descritas por el correspondiente MER alternativo -el modelo construido en la investigación didáctica-, en lugar de hacerlo a partir de las organizaciones matemáticas escolares habituales.…”

Encouraging Students’ Involvement in Technology-Supported Mathematics Lesson Sequences

“…Amongst the predominant factors that contribute to the deficiency in classroom practices, is "the underdeveloped knowledge of how teachers' practices are impacted by the use of technologies, and subsequently how teachers embed them within their professional lives, for the purpose of improving pupils' mathematical learning" (See [3], p. 1). Recently, research on mathematics teacher education has particularly intensified concentration on identifying the knowledge necessary for the use of technologies [e.g., 4,5,6] and the development of teachers' knowledge and practices within technology enhanced classroom environments [e.g, 7,8,9,10,11]. Additional attention has been directed to the role of mathematics teacher within both mathematics classrooms and during teacher education activities, where the digital technology is shaping the pedagogical and communication tools.…”