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Extended Abstracts Spring 2019

Advances in the Anthropological Theory of the Didactic

  • Conference proceedings
  • © 2021

Overview

Editors:
  1. Berta Barquero

    1. Facultat d’Educació, Universitat de Barcelona, Barcelona, Spain

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  2. Ignasi Florensa

    1. Escola Universitària Salesiana de Sarrià, Barcelona, Spain

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  3. Pedro Nicolás

    1. Universidad de Murcia, Murcia, Spain

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  4. Noemí Ruiz-Munzón

    1. TecnoCampus, Universitat Pompeu Fabra, Mataró, Spain

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Part of the book series: Trends in Mathematics (TM, volume 13)

Part of the book sub series: Research Perspectives CRM Barcelona (RPCRMB)

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Table of contents (25 papers)

  1. Front Matter

    Pages i-xi
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  2. Mathematics Teacher Education and the Professionalization of Teaching

    1. Front Matter

      Pages 1-1
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    2. Modifying Teachers’ Didactic Praxeologies in the Perspective of the Paradigm of Questioning the World: The Case of the Technological-Theoretical Moment

      • Costanza Alfieri
      Pages 3-11

    3. Pre-Service Teachers’ MPCK Enhancements Using the Framework of Anthropological Theory of the Didactic

      • Rosie Lopez-Conde, Ma. Nympha Beltran-Joaquin, Catherine Vistro-Yu
      Pages 13-20

    4. Evolution of a Teacher-Researcher While Developing a Co-disciplinary Study and Research Path Through Five Implementation

      • María Paz Gazzola, María Rita Otero, Viviana Carolina Llanos
      Pages 21-28

    5. Building Reference Paradidactic Praxeological Model for Investigating Teachers’ Reflection

      • Ryoto Hakamata
      Pages 29-35

    6. Reflections on Teacher Professionalisation–A German Perspective

      • Sarah Khellaf, Reinhard Hochmuth
      Pages 37-45

    7. A Co-Disciplinary Study and Research Path Within Two Groups of Pre-Service Mathematics Teacher Education

      • Viviana Carolina Llanos, María Rita Otero, María Paz Gazzola
      Pages 47-57

    8. The Ecology of the Didactic Divide in Teacher Education

      • Koji Otaki, Yukiko Asami-Johansson
      Pages 59-66

    9. The Gap Between Studying a Generating Question and Planning Lessons Based on It

      • María Rita Otero, Carolina Llanos
      Pages 67-76

    10. Prospective Teachers Solving a Percentage Problem: An Analysis of the Construction of a Praxeology

      • Heidi Strømskag
      Pages 77-86

  3. The Curriculum Problem and the Paradigm of Questioning the World

    1. Front Matter

      Pages 87-87
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    2. The Cooperative Works, a Teacher Training System Open to the Local Social Network

      • Salone Jean-Jacques
      Pages 89-96

    3. Didactic Praxeologies Taking into Consideration the Collective Dimension of the Question’s Study Through Investigation When Implementing Mathematics’ Study and Research Paths in French Secondary Schools

      • Karine Bernad
      Pages 97-104

    4. How Long Would It Take to Open a Padlock? A Study and Research Path with Grade 10 Students

      • Susana Vásquez, Berta Barquero, Marianna Bosch
      Pages 105-115

    5. A Praxeological Analysis of the Proposal for Teaching Probability in Brazilian Textbooks of the Compulsory Education

      • Janielly Taila dos Santos Verbisck, Marilena Bittar
      Pages 117-121

    6. Study and Research in Graph Theory: A Case of a Japanese Upper Secondary School

      • Ryoto Hakamata, Koji Otaki
      Pages 123-132

    7. Overview of Research on Textbooks in Brazilian Compulsory Education

      • Marilena Bittar
      Pages 133-140

    8. Kernels of Mathematical Thinking as Task- and Curriculum Design Tool in the Pósa Method

      • Dániel Katona
      Pages 141-148

    9. The Constitution of the « Milieu » During an Inquiry Process: An Analysis in Terms of Question-Answer and Media-Milieu Dialectics

      • Jana Lackova
      Pages 149-158
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Keywords

About this book

The book presents research works developed within the Anthropological Theory of the Didactic (ATD) by senior and young researchers that participated in the Intensive Research Program “Advances in the anthropological theory of the didactic and their consequences in curricula and teacher education” held at the Centre de Recerca Matematica (CRM) in Barcelona. It is organized in three axes of current research on the ATD: teacher education and the professionalization of teaching; the curriculum problem in the historical transition from the classical paradigm of visiting works to the emerging didactic paradigm of questioning the world; and research in didactics at the university level.

Editors and Affiliations

  • Facultat d’Educació, Universitat de Barcelona, Barcelona, Spain

    Berta Barquero

  • Escola Universitària Salesiana de Sarrià, Barcelona, Spain

    Ignasi Florensa

  • Universidad de Murcia, Murcia, Spain

    Pedro Nicolás

  • TecnoCampus, Universitat Pompeu Fabra, Mataró, Spain

    Noemí Ruiz-Munzón

Bibliographic Information

  • Book Title: Extended Abstracts Spring 2019

  • Book Subtitle: Advances in the Anthropological Theory of the Didactic

  • Editors: Berta Barquero, Ignasi Florensa, Pedro Nicolás, Noemí Ruiz-Munzón

  • Series Title: Trends in Mathematics

  • DOI: https://doi.org/10.1007/978-3-030-76413-5

  • Publisher: Birkhäuser Cham

  • eBook Packages: Mathematics and Statistics, Mathematics and Statistics (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2021

  • Softcover ISBN: 978-3-030-76412-8Published: 21 September 2021

  • eBook ISBN: 978-3-030-76413-5Published: 20 September 2021

  • Series ISSN: 2297-0215

  • Series E-ISSN: 2297-024X

  • Edition Number: 1

  • Number of Pages: XI, 227

  • Number of Illustrations: 34 b/w illustrations, 37 illustrations in colour

  • Topics: Mathematics Education

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