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Theorizing in Design Research: Methodological reflections on developing and connecting theory elements for language-responsive mathematics classrooms

  • Susanne Prediger [1]
    1. [1] Dortmund University (Germany)
  • Localización: Avances de investigación en educación matemática, ISSN-e 2254-4313, Nº. 15, 2019, págs. 5-27
  • Idioma: inglés
  • DOI: 10.35763/aiem.v0i15.265
  • Títulos paralelos:
    • Teorizar em Investigação de Desenho
    • Théorisation dans la Recherche sur la Conception
    • Teorizar en la Investigación de Diseño
  • Enlaces
  • Resumen
    • español

      La Investigación de Diseño Didáctico centrada en contenido es una metodología de investigación con dos objetivos: 1) diseñar y mejorar los dispositivos de enseñanza y aprendizaje y 2) generar contribuciones teóricas para comprender procesos iniciados de enseñanza y aprendizaje de un cierto contenido. El artículo proporciona reflexiones metodológicas y ejemplos a fin de elaborar el significado de teorizar en el contexto de esta metodología. A partir de la distinción entre elementos teóricos categóricos, descriptivos, explicativos, normativos y predictivos con sus funciones y estructuras lógicas, los ejemplos muestran que teorizar en los estudios de Investigación de Diseño se puede concebir como un proceso de desarrollo sucesivo y conexión entre elementos teóricos, para preguntas-cómo (fundamentos de los dispositivos) y preguntas-qué (estructura del contenido de aprendizaje). Ilustro estas consideraciones para Investigaciones de Diseño Didáctico centradas en el contenido matemático y en el uso de la lengua, especialmente en relación con la comprensión conceptual de fracciones, de variables y de porcentajes en aulas con alumnos en proceso de aprendizaje de la lengua de instrucción.

    • English

      Topic-specific Didactical Design Research is a research methodology with two aims, 1) designing and improving teaching-learning arrangements and 2) generating theoretical contributions for understanding the initiated teaching-learning processes for a certain topic. The article provides methodological reflections and examples for elaborating the meaning of theorizing within this methodology. Starting from a distinction of categorial, descriptive, explanatory, normative and predictive theory elements with their functions and logical structures, the examples show that theorizing in Design Research studies can be conceived as a process of successively developing and connecting theory elements, for the how-questions (the rationales for the arrangements) and the what-questions (the structuring of the learning content). The considerations are illustrated for the case of topic-specific Didactical Design Research for language-responsive classrooms, particularly in relation to language learners’ conceptual understanding of fractions, variables, and percentages.

    • français

      La Recherche sur la Conception Didactique centrée sur un sujet spécifique est une méthodologie de recherche qui combine deux objectifs, 1) concevoir et améliorer les dispositifs d'enseignementapprentissage et 2) produire des contributions théoriques pour comprendre ces processus d'enseignement-apprentissage liés à un sujet donné. L'article propose des réflexions méthodologiques et des exemples pour préciser ce que produire des théorisations peut signifier dans le cadre de cette méthodologie. Partant d'une distinction entre éléments théoriques catégoriels, descriptifs, explicatifs, normatifs et prédictifs avec leurs fonctions et leurs structures logiques, les exemples montrent que la théorisation dans la Recherche sur la Conception peut être conçue comme un processus où les éléments théoriques sont successivement développés et reliés, pour les questions-comment (la justification des dispositifs) et les questions-quoi (la structure du contenu didactique). Nous illustrons ces considérations dans le cas de la Recherche sur la Conception Didactique centrée sur un sujet spécifique et sur l’utilisation du langage, particulièrement en ce qui concerne la compréhension conceptuelle des fractions, variables et pourcentages avec des élèves en cours d’apprentissage de la langue.

    • português

      A Investigação de Desenho Didático centrada no conteúdo é uma metodologia de investigação que combina dois objetivos: 1) construir e melhorar as práticas de ensino e aprendizagem e 2) criar contribuições teóricas para compreender os processos iniciados de ensino e aprendizagem de um certo conteúdo. O artigo proporciona reflexões metodológicas e exemplos com o intuito de elaborar o significado de teorizar no contexto desta metodologia. A partir da distinção entre elementos teóricos categoriais, descritivos, explicativos, normativos e preditivos com as suas funções e estruturas lógicas, os exemplos mostram que teorizar nos estudos de desenho de pesquisa pode ser concebido como um processo de desenvolvimento sucessivo e ligação entre elementos teóricos, para as perguntas-como (fundamentos das práticas) e as perguntas-o que (estrutura do conteúdo da aprendizagem). Ilustro estas considerações para investigações de desenho de pesquisa centradas no conteúdo matemático e no uso da língua, especialmente em relação com a compreensão conceptual das frações, de variáveis e de percentagens nas aulas de alunos em processo de aprendizagem da língua de instrução.

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