From engineering to didactic suitability in mathematics education
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Data de Publicação: | 2021 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revemop |
Texto Completo: | https://periodicos.ufop.br/revemop/article/view/5066 |
Resumo: | Didactics of mathematics has a scientific component (descriptive, explanatory and predictive) and a technological component (prescriptive), which involves the design and experimentation of optimal educational interventions in each context and circumstances. Consequently, general educational research theories and methods are applied and developed, as well as specific and local instructional theories. In this paper we analyse three theories widely used in Didactics of Mathematics highlighting the features they incorporate related to the technological component of Didactics, that is, as theories of instructional design or didactic engineering. These are the Theory of Situations, the Anthropological Approach and Realistic Mathematics Education. Likewise, we describe the Theory of Didactic Suitability, as a component of the Onto-semiotic Approach, which addresses the axiological problem of identifying and structuring criteria for optimising mathematical instructional processes, by means of which the gap between didactic engineering and teaching practice can be bridged. Finally, the concordances and complementarities between the four mentioned theories are analysed. The clarification and comparison of the didactic suitability criteria of different theoretical frameworks and their articulation into a coherent system is a research programme that we only suggest in this article. |
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From engineering to didactic suitability in mathematics educationDe la ingeniería a la idoneidad didáctica en educación matemáticaDa engenharia à idoneidade didática no ensino da matemáticaMathematics educationTeaching and learningDidactical engineeringInstructional designDidactical suitabilityComparing theoriesEducación matemáticaIngeniería didácticaDiseño instruccionalIdoneidad didácticaComparación de teoríasEducação matemáticaEngenharia didáticaDesenho instrucionalIdoneidade didáticaComparação de teoriasDidactics of mathematics has a scientific component (descriptive, explanatory and predictive) and a technological component (prescriptive), which involves the design and experimentation of optimal educational interventions in each context and circumstances. Consequently, general educational research theories and methods are applied and developed, as well as specific and local instructional theories. In this paper we analyse three theories widely used in Didactics of Mathematics highlighting the features they incorporate related to the technological component of Didactics, that is, as theories of instructional design or didactic engineering. These are the Theory of Situations, the Anthropological Approach and Realistic Mathematics Education. Likewise, we describe the Theory of Didactic Suitability, as a component of the Onto-semiotic Approach, which addresses the axiological problem of identifying and structuring criteria for optimising mathematical instructional processes, by means of which the gap between didactic engineering and teaching practice can be bridged. Finally, the concordances and complementarities between the four mentioned theories are analysed. The clarification and comparison of the didactic suitability criteria of different theoretical frameworks and their articulation into a coherent system is a research programme that we only suggest in this article.La Didáctica de la matemática tiene un componente científico (descriptivo, explicativo y predictivo) y un componente tecnológico (prescriptivo), el cual implica el diseño y experimentación de intervenciones educativas óptimas en cada contexto y circunstancias. En consecuencia, se aplican y desarrollan teorías y métodos generales de investigación educativa, así como teorías instruccionales específicas y locales. En este trabajo analizamos tres teorías ampliamente usadas en Didáctica de la matemática destacando los rasgos que incorporan relacionados con el componente tecnológico de la Didáctica, esto es, como teorías de diseño instruccional o ingeniería didáctica. Se trata de la Teoría de Situaciones, el Enfoque Antropológico y la Educación Matemática Realista. Así mismo, describimos la Teoría de la Idoneidad Didáctica, como un componente del Enfoque Ontosemiótico, que aborda el problema axiológico de identificación y estructuración de criterios de optimización de los procesos de instrucción matemática, mediante los cuales se puede salvar la brecha entre la ingeniería didáctica y la práctica de la enseñanza. Finalmente se analizan las concordancias y complementariedades entre las cuatro teorías mencionadas. La clarificación y comparación de los criterios de idoneidad didáctica de diferentes marcos teóricos y su articulación en un sistema coherente supone un programa de investigación que apenas sugerimos en este artículo.A didática da matemática tem um componente científico (descritivo, explicativo e preditivo) e um componente tecnológico (prescritivo), que envolve a concepção e experimentação de intervenções educacionais ótimas em cada contexto e circunstância. Consequentemente, teorias e métodos gerais de pesquisa educacional são aplicados e desenvolvidos, assim como teorias instrucionais específicas e locais. Neste artigo analisamos três teorias amplamente utilizadas na Didática da Matemática destacando as características que elas incorporam relacionadas ao componente tecnológico da Didática, ou seja, como teorias de desenho instrucional ou engenharia didática. Estas são a Teoria das Situações, a Abordagem Antropológica e a Educação em Matemática Realista. Da mesma forma, descrevemos a Teoria da Idoneidade Didática, como um componente da Abordagem Ontosemiótica, que enfrenta o problema axiológico de identificar e estruturar critérios para a otimização dos processos de instrução matemática, através do qual a brecha entre a engenharia didática e a prática didática pode ser superada. Finalmente, são analisadas as concordâncias e complementaridades entre as quatro teorias mencionadas. O esclarecimento e comparação dos critérios de idoneidade didática de diferentes quadros teóricos e sua articulação em um sistema coerente é um programa de pesquisa que apenas sugerimos neste artigo.Editora da UFOP2021-09-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufop.br/revemop/article/view/506610.33532/revemop.e202129Revemop; v. 3 (2021): Rolling Pass; e2021292596-0245reponame:Revemopinstname:Universidade Federal de Ouro Preto (UFOP)instacron:UFOPporhttps://periodicos.ufop.br/revemop/article/view/5066/3833Copyright (c) 2021 Revemophttp://creativecommons.org/licenses/by-nc-sa/4.0info:eu-repo/semantics/openAccessGodino, Juan D.2022-05-30T17:03:00Zoai:pp.www.periodicos.ufop.br:article/5066Revistahttps://periodicos.ufop.br/revemop/indexPUBhttps://periodicos.ufop.br/revemop/oairevemop@ufop.edu.br||2596-02452596-0245opendoar:2022-05-30T17:03Revemop - Universidade Federal de Ouro Preto (UFOP)false |
dc.title.none.fl_str_mv |
From engineering to didactic suitability in mathematics education De la ingeniería a la idoneidad didáctica en educación matemática Da engenharia à idoneidade didática no ensino da matemática |
title |
From engineering to didactic suitability in mathematics education |
spellingShingle |
From engineering to didactic suitability in mathematics education Godino, Juan D. Mathematics education Teaching and learning Didactical engineering Instructional design Didactical suitability Comparing theories Educación matemática Ingeniería didáctica Diseño instruccional Idoneidad didáctica Comparación de teorías Educação matemática Engenharia didática Desenho instrucional Idoneidade didática Comparação de teorias |
title_short |
From engineering to didactic suitability in mathematics education |
title_full |
From engineering to didactic suitability in mathematics education |
title_fullStr |
From engineering to didactic suitability in mathematics education |
title_full_unstemmed |
From engineering to didactic suitability in mathematics education |
title_sort |
From engineering to didactic suitability in mathematics education |
author |
Godino, Juan D. |
author_facet |
Godino, Juan D. |
author_role |
author |
dc.contributor.author.fl_str_mv |
Godino, Juan D. |
dc.subject.por.fl_str_mv |
Mathematics education Teaching and learning Didactical engineering Instructional design Didactical suitability Comparing theories Educación matemática Ingeniería didáctica Diseño instruccional Idoneidad didáctica Comparación de teorías Educação matemática Engenharia didática Desenho instrucional Idoneidade didática Comparação de teorias |
topic |
Mathematics education Teaching and learning Didactical engineering Instructional design Didactical suitability Comparing theories Educación matemática Ingeniería didáctica Diseño instruccional Idoneidad didáctica Comparación de teorías Educação matemática Engenharia didática Desenho instrucional Idoneidade didática Comparação de teorias |
description |
Didactics of mathematics has a scientific component (descriptive, explanatory and predictive) and a technological component (prescriptive), which involves the design and experimentation of optimal educational interventions in each context and circumstances. Consequently, general educational research theories and methods are applied and developed, as well as specific and local instructional theories. In this paper we analyse three theories widely used in Didactics of Mathematics highlighting the features they incorporate related to the technological component of Didactics, that is, as theories of instructional design or didactic engineering. These are the Theory of Situations, the Anthropological Approach and Realistic Mathematics Education. Likewise, we describe the Theory of Didactic Suitability, as a component of the Onto-semiotic Approach, which addresses the axiological problem of identifying and structuring criteria for optimising mathematical instructional processes, by means of which the gap between didactic engineering and teaching practice can be bridged. Finally, the concordances and complementarities between the four mentioned theories are analysed. The clarification and comparison of the didactic suitability criteria of different theoretical frameworks and their articulation into a coherent system is a research programme that we only suggest in this article. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-09-08 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufop.br/revemop/article/view/5066 10.33532/revemop.e202129 |
url |
https://periodicos.ufop.br/revemop/article/view/5066 |
identifier_str_mv |
10.33532/revemop.e202129 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufop.br/revemop/article/view/5066/3833 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Revemop http://creativecommons.org/licenses/by-nc-sa/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Revemop http://creativecommons.org/licenses/by-nc-sa/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Editora da UFOP |
publisher.none.fl_str_mv |
Editora da UFOP |
dc.source.none.fl_str_mv |
Revemop; v. 3 (2021): Rolling Pass; e202129 2596-0245 reponame:Revemop instname:Universidade Federal de Ouro Preto (UFOP) instacron:UFOP |
instname_str |
Universidade Federal de Ouro Preto (UFOP) |
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UFOP |
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UFOP |
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Revemop |
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Revemop |
repository.name.fl_str_mv |
Revemop - Universidade Federal de Ouro Preto (UFOP) |
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revemop@ufop.edu.br|| |
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