Sociomathematical Norms, Argumentation, and Autonomy in Mathematics

Yackel, Erna; Cobb, Paul

doi:10.2307/749877

Cited by 964 publications

(648 citation statements)

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“…The Dutch curriculum, however, explicitly characterized some expectations of how interaction, particularly horizontal interaction, should be conducted. It encourages the training of argumentation and critique, as well as providing justification since early grades as suggested by Yackel and Cobb (1996). In Indonesia, the curriculum also expects teachers to help students to develop their communication abilities, but it does not explicitly advise how such communication skills should be nurtured.…”

Section:  Interactivity Principlementioning

confidence: 99%

Educational Borrowing and Mathematics Curriculum: Realistic Mathematics Education in the Dutch and Indonesian Primary Curriculum

Revina¹,

Leung²

2018

Int. J. Emerg. Math. Educ.

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AbstrakSejak akhir 1990-an, para pakar pendidikan matematika Indonesia telah menjadikan Pendidikan Matematika Realistik (RME), pendekatan pendidikan matematika dari Belanda, sebagai dasar reformasi pendidikan. Dalam pembuatan kurikulum Nasional, RME tentunya telah digunakan sebagai salah satu referensi dalam pembuatan tujuan da nisi kurikulum. Dalam kajian ini, sebuah analisa mengenai konsistensi antara RME dan deskripsi serta isi kurikulum di Indonesia disajikan. Kajian ini dilengkapi juga dengan perbandingan mengenai aspek-aspek tersebut dalam kurikulum di Belanda. Temuan penelitian ini menyatakan bahwa meskipun sebagian besar prinsip-prinsip RME terdapat dalam kurikulum matematika sekolah dasar di Indonesia, deskripsinya sangat umum dan kurang eksplisit dibandingkan dengan hal serupa dalam kurikulum di Belanda. Hal ini juga dibatasi oleh pendekatan berdasarkan standard isi dan oleh keberpusatan pengambilan keputusan mengenai konten kurikulum yang diatur pada tingkat nasional. Kajian ini menyarankan studi lanjutan untuk melihat bagaimana kurikulum mempengaruhi bagaimana guru mengimplementasikan RME di kelas.Kata Kunci: Pendidikan Matematika Realistik, kurikulum matematika Sekolah Dasar, kajian kurikulum, educational borrowing Abstract Since the late 1990s, Indonesian mathematics educators have considered Realistic Mathematics Education (RME), the Dutch approach to mathematics instruction, to be the basis for educational reform. In the National curriculum development, RME has, therefore, been reviewed as among the theoretical references to the curriculum goals and content. In the present study, an analysis of the consistency between RME and the curriculum descriptors and contents in Indonesia is presented. This is supplemented with some comparisons to that in the Netherlands. Findings in this study revealed that while most of RME principles are reflected in the Indonesian curriculum, the descriptions were often very general and less explicit compared to the Dutch curriculum. They were also limited by the content-based approach as well as by the centralized decision making process of the contents to be taught which have been pre-determined at the national level. This study suggests future research to see how the curriculum may influence teachers' enactment of RME at classroom level.

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Section:  Interactivity Principlementioning

confidence: 99%

Educational Borrowing and Mathematics Curriculum: Realistic Mathematics Education in the Dutch and Indonesian Primary Curriculum

Revina¹,

Leung²

2018

Int. J. Emerg. Math. Educ.

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“…El sistema de normas que regulan la interacción del aula, ha sido objeto de investigación en Didáctica de las Matemáticas, principalmente por Blumer (1969), ISSN 1980-4415 DOI: http://dx.doi.org/10.1590/1980 introduciendo nociones como patrones de interacción, normas sociales y sociomatemáticas (COBB; BAUERSFELD, 1995;YACKEL;COBB, 1996); y mediante la noción de contrato didáctico (BROUSSEAU, 1988). En ambos casos, se trata de tener en cuenta las normas, hábitos y convenciones generalmente implícitas que regulan el funcionamiento de la clase de matemáticas, concebida como microsociedad, que condicionan, en mayor o menor medida, los conocimientos que construyen los estudiantes.…”

Section: Identificación Del Sistema De Normas Y Metanormasunclassified

Análisis Didáctico a un Proceso de Instrucción del Método de Integración por Partes

Mateus-Nieves

2016

Bolema

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ResumenEn este artículo se presenta un análisis de la estructura y funcionamiento de una secuencia de clases de matemáticas, con estudiantes colombianos de segundo año de la licenciatura en matemáticas, donde se explica el método de integración por partes. Para ello, se utiliza el modelo de análisis didáctico propuesto por el Enfoque Ontosemiótico de la Cognición e Instrucción Matemática. El análisis didáctico realizado permite concluir que la secuencia de clases analizada se puede considerar como una degeneración mecanicista de la clase formal. Dado que en el desarrollo de la misma se utilizan en forma parcial características propias del paradigma formalmecanicista. Por otra parte, se observa que la estructura y funcionamiento de la clase analizada no tiene en cuenta la complejidad ontosemiótica *** de la integral, lo cual es una de las causas de que se produzcan determinadas dificultades de aprendizaje en los alumnos. AbstractThis article presents an analysis of the structure and functioning of a sequence of math classes, with Colombian sophomore bachelor's degree in mathematics, where the method of integration by parts explained is presented. In order to do so, the model of analysis proposed by the Focus Ontosemiotic of Cognition and Instruction Mathematics was used. The didactic analysis leads to the conclusion that the sequence analyzed classes can be considered as a mechanistic degeneration of the formal class. Since the development of the same are used partially formal characteristics mechanistic paradigms. Moreover, it is observed that the structure and operation of the analyzed classes ignores the complexity of integrated ontosemiotic, which is one of the reasons why certain learning difficulties occur in students.Keywords: Didactic Analysis.Integral, Integration by Parts. Suitability Teaching.* Documento resultado del trabajo de investigación doctoral orientada por el Dr. Carlos Vasco Uribe, con el apoyo internacional del Dr. Vicent Font Moll, Departament de Didàctica de les Ciències Experimentals i la Matemàtica, Facultat de Formació del Professorat, Universitat de Barcelona, en 2014 ** Estudiante Doctorado Interinstitucional en Educación, énfasis Educación Matemática por la Universidad Distrital "Francisco José de Caldas" (DIE-UD), Bogotá, Colombia. Dirección postal: Carrera 30 # 64-06, piso 3, Bogotá D. C., Colombia; E-mail: jeman124@gmail.com. *** Entendiendo por Complejidad Ontosemiótica la técnica de análisis reconocida como un recurso útil para la investigación en Didáctica de las Matemáticas (GODINO, 2002;Godino et al., 2010) que permite hacer un análisis de tipo microscópico con el propósito de identificar significados puestos en juego en una activada matemática puntual, y, de manera más general, permite describir la estructura semiótica de una organización matemática compleja implementada en un proceso de estudio particular. ISSN 1980-4415 DOI: http://dx.doi.org/10.1590/1980 Este artículo está organizado en nueve secciones, la primera de los cuales es esta introducción en la que se expone ...

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“…It describes mediations by which public discourses-as the foundational form of knowledge and group cognition-evolve and are individuated into private thinking. To nurture and encourage the discourse of modeling activity practically, Yackel (1996) suggested five Sociomathematical Norms:…”

Section: Discourse In Mathematical Modellingmentioning

confidence: 99%

Coherence Structure in the Discourse of Probability Modelling

Jang¹

2013

Research in Mathematical Education

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Stochastic phenomena induce us to construct a probability model and structure our thinking; corresponding models help us to understand and interpret the reality. They in turn equip us with tools to recognize, reconstruct and solve problems. Therefore, various implications in terms of methodology as well as epistemology naturally flow from different adoptions of models for probability. Right from the basic scenarios of different perspectives to explore reality, students are occasionally exposed to misunderstanding and misinterpretations. With realistic examples a multi-faceted image of probability and different interpretation will be considered in mathematical modelling activities. As an exploratory investigation, mathematical modelling activity for probability learning was elaborated through semiotic analysis. Especially, the coherence structure in mathematical modelling discourse was reviewed form a semiotic perspective. The discourses sampled from group activities were analyzed on the basis of semiotic perspectives taxonomical coherence relations.

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Sociomathematical Norms, Argumentation, and Autonomy in Mathematics

Cited by 964 publications

References 2 publications

Educational Borrowing and Mathematics Curriculum: Realistic Mathematics Education in the Dutch and Indonesian Primary Curriculum

Educational Borrowing and Mathematics Curriculum: Realistic Mathematics Education in the Dutch and Indonesian Primary Curriculum

Análisis Didáctico a un Proceso de Instrucción del Método de Integración por Partes

Coherence Structure in the Discourse of Probability Modelling

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