Contributions of study and research paths at the university: the case of teacher education
DOI:
https://doi.org/10.35763/aiem21.4232Keywords:
Teacher education, Anthropological theory of the didactic, study and research paths, University teaching, Mathematical modellingAbstract
Our research focuses on the implementation of university teaching proposals that promote a change in the pedagogical paradigm. We start from the dominant paradigm in these institutions, mainly based on the visiting knowledge as if they were monuments, to move towards to a paradigm focused on the study of problematic questions. Within the framework of the anthropological theory of the didactic, we have worked on the design of the study and research paths (SRPs) as teaching devices in the transition of paradigms, which have been implemented in different modalities. In this paper, we focus on university teacher training as a crucial agent in this transition. We consider the adaptation of SRPs to the case of teacher education (SRPs-TE). We will see in what sense the SRPs-TE help progress in the study of the conditions and constraints that emerge in the dissemination of SRPs.
Downloads
References
Artigue, M. (1990). Ingénierie didactique. Recherches en Didactique des Mathématiques, 9(3), 281–308.
Barquero B., & Bosch M. (2015). Didactic Engineering as a Research Methodology: From Fundamental Situations to Study and Research Paths. En A. Watson & M. Ohtani (Eds.), Task Design in Mathematics Education (pp. 249–271). Springer. https://doi-org/10.1007/978-3-319-09629-2_8
Barquero, B., Bosch, M., & Romo, A. (2018). Mathematical modelling in teacher education: Dealing with institutional constraints. ZDM Mathematics Education, 50(3), 31–43. https://doi.org/10.1007/s11858-017-0907-z
Barquero, B., Bosch, M., Florensa, I., & Ruiz-Munzón, N. (2021). Study and research paths in the frontier between paradigms. International Journal of Mathematical Education in Science and Technology, https://doi.org/10.1080/0020739X.2021.1988166
Barquero, B., Florensa, I., & Ruiz-Olarría, A. (2019). The education of school and university teachers within the paradigm of questioning the world. In M. Bosch, Y. Chevallard, F. J. García & . Monaghan (Eds.), Working with the Anthropological Theory of the Didactic in Mathematics Education: A Comprehensive Casebook (Chapter 12). Routledge.
Bartolomé, E., Florensa, I., Bosch, M., & Gascón, J. (2019). A ‘study and research path’ enriching the learning of mechanical engineering. European Journal of Engineering Education, 44(3), 330–346. https://doi.org/10.1080/03043797.2018.1490699
Benito, R. N. (2019). Construção de um percurso de estudo e pesquisa para formação de professores: o ensino de cônicas (Tesis doctoral). Pontifícia Universidade Católica de São Paulo.
Bosch, M. (2018). Study and Research Paths: a model for inquiry. En B. Sirakov, P. N. de Souza, & M. Viana (Eds.), International Congress of Mathematicians (Vol. 3, pp. 4001–4022). World Scientific Publishing Co. Pte. Ltd.
Brousseau, G. (1982). Ingénierie didactique. En A. Rouchier (Ed.), Actes de la IIe école d'été de didactique des mathématiques. IREM d’Orléans.
Brousseau, G., Brousseau, N. & Warfield, V. (2002). An experiment on the teaching of statistics and probability. Journal of Mathematical Behavior, 20, 363–441. https://doi.org/10.1016/S0732-3123(02)00078-0
Chappaz, J., & Michon, F. (2003). Il était une fois… La boîte du pâtissier. Grand N, 72, 19–32.
Chevallard, Y. (1982). Sur l'ingénierie didactique. IREM d’Aix-Marseille.
Chevallard, Y. (2013). Enseñar matemáticas en la sociedad de mañana: Alegato a favor de un contraparadigma emergente. Journal of Research in Mathematics Education, 2(2), 161–182. https://doi.org/10.4471/redimat.2013.26
Cid, E. (2016). Obstáculos epistemológicos en la enseñanza de los números negativos. (Tesis doctoral). Universidad de Zaragoza.
Florensa, I., Barquero, B., Bosch, M., & Gascón, J. (2019). Study and research paths at university level: managing, analysing and institutionalizing knowledge. En U.T. Jankvist, M. Van den Heuvel-Panhuizen, & M, Veldhuis (Eds.), Proceedings of the CERME11. Utrecht University.
Florensa, I., Bosch, M. & Gascón, J. (2021). Question–answer maps as an epistemological tool in teacher education. Journal of Mathematics Teacher Education, 24(2), 203–225. https://doi-org. /10.1007/s10857-020-09454-4
Florensa, I., Bosch, M., Gascón, J. & Ruiz-Munzon, N. (2017). Teaching didactics to lecturers: A challenging field. En T. Dooley & G. Gueudet (Eds.), Proceedings of the CERME 10 (pp. 2001–2008). ERME.
Florensa, I., Bosch, M., Gascón, J. & Winsløw, C. (2018). Study and research paths: a new tool for Design and Management of Project Based Learning in Engineering Education. International journal of engineering education, 34(6), 1848–1862.
García, F. J. (2005) La modelización como herramienta de articulación de la matemática escolar. De la proporcionalidad a las relaciones funcionales. (Tesis doctoral). Universidad de Jaén.
García, F. J., Barquero, B., Florensa, I., & Bosch, M. (2019). Diseño de tareas en el marco de la Teoría Antropológica de lo Didáctico. Avances de Investigación en Educación Matemática, 15, 75–94. https://doi.org/10.35763/aiem.v0i15.267
Granell, C. & Barquero, B. (2019). Experiència amb un recorregut d’estudi i investigació sobre la inferència estadística a l’educació primària. Què s’amaga dins l’ampolla? Noubiaix, 44, 54–69.
Licera, M. (2017) Economía y ecología de los números reales en la enseñanza secundaria y la formación del profesorado (Tesis doctoral). Pontificia Universidad Católica de Valparaíso.
Lucas, C. (2015) Una posible razón de ser del cálculo diferencial elemental en el ámbito de la modelización funcional (Tesis doctoral). Universidad de Vigo.
Monreal, N., Ruiz-Munzón, N., & Barquero, B. (2018). Central dialectics for mathematical modelling in the experience of a study and research path at university level. En V. Durand-Guerrier, R. Hochmuth, S. Goodchild, & N. M. Hogsta (Eds.), Proceedings of the INDRUM 2018 (pp. 155–164). University of Agder and INDRUM.
Parra, V., & Otero, M. R. (2017). Enseñanza de la matemática por recorridos de estudio e investigación: indicadores didáctico-matemáticos de las “dialécticas”. Revista Educación Matemática, 29(3), 9–49. https://doi.org/10.24844/EM2903.01
Perrin-Glorian, M.-J. (2011). L’ingénierie didactique à l’interface de la recherche avec l’enseignement. Développement des ressources et formation des enseignants. En C. Margolinas, M. Abboud-Blanchard, L. Bueno-Ravel, N. Douek, A. Fluckiger, P. Gibel, F. Vandebrouck, F. Wozniak Ouvrage (Eds.), En amont et aval des ingénieries didactiques (pp. 57–74). La Pensée Sauvage éditions.
Perrin-Glorian, M.-J., & Baltar, P. (2019). L'ingénierie didactique entre recherche et ressource pour l’enseignement et la formation des maîtres. Caminhos da Educação Matemática em Revista/Online, 9(1), 45–82.
Ruiz-Higueras, L. (2008). Modelización Matemática en la Escuela Primaria. La reconquista escolar de dominios de realidad. En Competencia matemática e interpretación de la realidad (pp. 87–119). Ministerio de Educación, Política Social y Deporte.
Ruiz-Olarría, A. (2015). La formación matemático-didáctica del profesorado de secundaria. De las matemáticas por enseñar a las matemáticas para la enseñanza (Tesis doctoral). Universidad Autónoma de Madrid.
Serrano, L., Bosch, M. & Gascón, J. (2013). Recorridos de estudio e investigación en la enseñanza universitaria de ciencias económicas y empresariales. UNO: Revista de didáctica de las matemáticas, 62, 39–48.
Sierra, T. A. (2006). Lo matemático en el diseño y análisis de organizaciones didácticas. Los sistemas de numeración y la medida de magnitudes (Tesis doctoral). Universidad Complutense de Madrid.
Winsløw, C., Matheron, Y., & Mercier, A. (2013). Study and research courses as an epistemological model for didactics. Educational Studies in Mathematics, 83(2), 267–284. https://doi-org/10.1007/s10649-012-9453-3
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Berta Barquero (Autor); Marianna Bosch, Ignasi Florensa
This work is licensed under a Creative Commons Attribution 4.0 International License.
The articles published in this journal are under a license Creative Commons: By 4.0 España from number 21 (2022).
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and keep the acknowledgement of authorship.
- The texts published in this journal are – unless indicated otherwise – covered by the Creative Commons Attribution 4.0 international licence. You may copy, distribute, transmit and adapt the work, provided you attribute it (authorship, journal name, publisher) in the manner specified by the author(s) or licensor(s). The full text of the licence can be consulted here: http://creativecommons.org/licenses/by-nc/4.0.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
