Elaboración de una guía de análisis de libros de texto de matemáticas basada en la teoría de la idoneidad didáctica

Detalhes bibliográficos
Autor(a) principal: Céspedes, María José Castillo
Data de Publicação: 2022
Outros Autores: Burgos, María, Godino, Juan D.
Tipo de documento: Artigo
Idioma: spa
eng
Título da fonte: Educação e Pesquisa
Texto Completo: https://www.revistas.usp.br/ep/article/view/198871
Resumo: A textbook lesson can be considered as a potential or planned instructional process proposed by the author’s book, which can help the teacher to design and implement an effective instructional process. This permits the application of didactical analysis tools of the onto-semiotic approach to mathematical knowledge and instruction in order to assess the didactical suitability of the instructional process, identify possible conflicts of meaning and potential improvements. In this article, we describe the process of developing a Mathematics Textbook Lesson Analysis Guide using the didactical suitability theory and its operational breakdown into components, subcomponents and indicators. The formulation of the suitability criteria, as rules that permit to guide an informed assessment of the suitability of a teaching and learning process, has led us to carry out a content analysis of the key research on textbook analysis and the consensus adopted in the research community regarding the suitability criteria. Assuming that a mathematics teacher has decided to use a textbook lesson as a resource to help the teaching and learning process of some mathematical content, the analysis guide is presented as a tool that allows the teacher to assess the didactical suitability and facilitate the making of informed decisions about the lesson use in the classroom.
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spelling Elaboración de una guía de análisis de libros de texto de matemáticas basada en la teoría de la idoneidad didácticaBuilding a guide to analyse mathematics textbooks based on the didactical suitability theoryAnálisis didácticoLibro de textoFormación de profesoresIdoneidad didácticaDidactical analysisMathematics textbookTeacher educationDidactical suitabilityA textbook lesson can be considered as a potential or planned instructional process proposed by the author’s book, which can help the teacher to design and implement an effective instructional process. This permits the application of didactical analysis tools of the onto-semiotic approach to mathematical knowledge and instruction in order to assess the didactical suitability of the instructional process, identify possible conflicts of meaning and potential improvements. In this article, we describe the process of developing a Mathematics Textbook Lesson Analysis Guide using the didactical suitability theory and its operational breakdown into components, subcomponents and indicators. The formulation of the suitability criteria, as rules that permit to guide an informed assessment of the suitability of a teaching and learning process, has led us to carry out a content analysis of the key research on textbook analysis and the consensus adopted in the research community regarding the suitability criteria. Assuming that a mathematics teacher has decided to use a textbook lesson as a resource to help the teaching and learning process of some mathematical content, the analysis guide is presented as a tool that allows the teacher to assess the didactical suitability and facilitate the making of informed decisions about the lesson use in the classroom.Una lección de un libro de texto puede ser considerada como un proceso de instrucción potencial o planificado por el autor del libro, que sirve de apoyo al docente para diseñar e implementar un proceso de instrucción efectivo. Esto permite aplicar las herramientas de análisis didáctico del enfoque ontosemiótico del conocimiento y la instrucción matemática, para valorar la idoneidad didáctica de dicho proceso, identificar posibles conflictos de significado y decidir potenciales mejoras. En este artículo se describe el proceso de elaboración de una Guía de Análisis de Lecciones de Libros de Texto de Matemáticas utilizando la teoría de la idoneidad didáctica y su desglose operativo en componentes, subcomponentes e indicadores. La formulación de los criterios de idoneidad, en tanto reglas que permitan orientar de manera fundamentada la evaluación de la pertinencia de un proceso de enseñanza y aprendizaje, nos ha llevado a realizar un análisis de contenido de las investigaciones clave con relación al análisis de libros de texto y a los consensos adoptados en la comunidad científica. Suponiendo que un profesor de matemáticas ha decidido utilizar una lección de un libro de texto como recurso para apoyar el proceso de enseñanza y aprendizaje de algún contenido matemático, la guía de análisis le puede servir de apoyo para valorar la idoneidad didáctica de la misma y apoyar la toma de decisiones fundamentadas sobre su uso en el aula.Universidade de São Paulo. Faculdade de Educação2022-06-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/xmlapplication/pdfapplication/pdfhttps://www.revistas.usp.br/ep/article/view/19887110.1590/S1678-4634202248238787engEducação e Pesquisa; v. 48 n. contínuo (2022): Educação e Pesquisa; e238787Educação e Pesquisa; Vol. 48 No. contínuo (2022): Educação e Pesquisa; e238787Educação e Pesquisa; Vol. 48 Núm. contínuo (2022): Educação e Pesquisa; e2387871678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPspaenghttps://www.revistas.usp.br/ep/article/view/198871/183026https://www.revistas.usp.br/ep/article/view/198871/183025https://www.revistas.usp.br/ep/article/view/198871/183024Copyright (c) 2022 Educação e Pesquisahttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessCéspedes, María José Castillo Burgos, María Godino, Juan D. 2022-06-10T22:50:19Zoai:revistas.usp.br:article/198871Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2022-06-10T22:50:19Educação e Pesquisa - Universidade de São Paulo (USP)false
dc.title.none.fl_str_mv Elaboración de una guía de análisis de libros de texto de matemáticas basada en la teoría de la idoneidad didáctica
Building a guide to analyse mathematics textbooks based on the didactical suitability theory
title Elaboración de una guía de análisis de libros de texto de matemáticas basada en la teoría de la idoneidad didáctica
spellingShingle Elaboración de una guía de análisis de libros de texto de matemáticas basada en la teoría de la idoneidad didáctica
Céspedes, María José Castillo
Análisis didáctico
Libro de texto
Formación de profesores
Idoneidad didáctica
Didactical analysis
Mathematics textbook
Teacher education
Didactical suitability
title_short Elaboración de una guía de análisis de libros de texto de matemáticas basada en la teoría de la idoneidad didáctica
title_full Elaboración de una guía de análisis de libros de texto de matemáticas basada en la teoría de la idoneidad didáctica
title_fullStr Elaboración de una guía de análisis de libros de texto de matemáticas basada en la teoría de la idoneidad didáctica
title_full_unstemmed Elaboración de una guía de análisis de libros de texto de matemáticas basada en la teoría de la idoneidad didáctica
title_sort Elaboración de una guía de análisis de libros de texto de matemáticas basada en la teoría de la idoneidad didáctica
author Céspedes, María José Castillo
author_facet Céspedes, María José Castillo
Burgos, María
Godino, Juan D.
author_role author
author2 Burgos, María
Godino, Juan D.
author2_role author
author
dc.contributor.author.fl_str_mv Céspedes, María José Castillo
Burgos, María
Godino, Juan D.
dc.subject.por.fl_str_mv Análisis didáctico
Libro de texto
Formación de profesores
Idoneidad didáctica
Didactical analysis
Mathematics textbook
Teacher education
Didactical suitability
topic Análisis didáctico
Libro de texto
Formación de profesores
Idoneidad didáctica
Didactical analysis
Mathematics textbook
Teacher education
Didactical suitability
description A textbook lesson can be considered as a potential or planned instructional process proposed by the author’s book, which can help the teacher to design and implement an effective instructional process. This permits the application of didactical analysis tools of the onto-semiotic approach to mathematical knowledge and instruction in order to assess the didactical suitability of the instructional process, identify possible conflicts of meaning and potential improvements. In this article, we describe the process of developing a Mathematics Textbook Lesson Analysis Guide using the didactical suitability theory and its operational breakdown into components, subcomponents and indicators. The formulation of the suitability criteria, as rules that permit to guide an informed assessment of the suitability of a teaching and learning process, has led us to carry out a content analysis of the key research on textbook analysis and the consensus adopted in the research community regarding the suitability criteria. Assuming that a mathematics teacher has decided to use a textbook lesson as a resource to help the teaching and learning process of some mathematical content, the analysis guide is presented as a tool that allows the teacher to assess the didactical suitability and facilitate the making of informed decisions about the lesson use in the classroom.
publishDate 2022
dc.date.none.fl_str_mv 2022-06-06
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://www.revistas.usp.br/ep/article/view/198871
10.1590/S1678-4634202248238787eng
url https://www.revistas.usp.br/ep/article/view/198871
identifier_str_mv 10.1590/S1678-4634202248238787eng
dc.language.iso.fl_str_mv spa
eng
language spa
eng
dc.relation.none.fl_str_mv https://www.revistas.usp.br/ep/article/view/198871/183026
https://www.revistas.usp.br/ep/article/view/198871/183025
https://www.revistas.usp.br/ep/article/view/198871/183024
dc.rights.driver.fl_str_mv Copyright (c) 2022 Educação e Pesquisa
http://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Educação e Pesquisa
http://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
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application/pdf
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dc.publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Educação
publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Educação
dc.source.none.fl_str_mv Educação e Pesquisa; v. 48 n. contínuo (2022): Educação e Pesquisa; e238787
Educação e Pesquisa; Vol. 48 No. contínuo (2022): Educação e Pesquisa; e238787
Educação e Pesquisa; Vol. 48 Núm. contínuo (2022): Educação e Pesquisa; e238787
1678-4634
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instname_str Universidade de São Paulo (USP)
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repository.name.fl_str_mv Educação e Pesquisa - Universidade de São Paulo (USP)
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