Working with the anthropological theory of the didactic in mathematics education: A comprehensive casebook
Información General
- Autores: Marianna Bosch (coord.)
, Yves Chevallard (coord.) , Javier García Gómez (coord.), John Monaghan (coord.) - Editores: Taylor & Francis Group, Routledge
- Año de publicación: 2020
- País: Reino Unido
- Idioma: inglés
- ISBN: 978-0-367-18770-5, 978-0-367-18771-2, 978-0-429-19816-8
- Texto completo no disponible (Saber más ...)
Resumen
This book presents the main research veins developed within the framework of the Anthropological Theory of the Didactic (ATD), a paradigm that originated in French didactics of mathematics. While a great number of publications on ATD are available in French and Spanish, Working with the Anthropological Theory of the Didactic in Mathematics Education is the first directed at English-speaking international audiences.
Written and edited by leading researchers in ATD, the book covers all aspects of ATD theory and practice, including teaching applications. The chapters feature the most relevant and recent investigations presented at the 6th international conference on the ATD, offering a unique opportunity for an international audience interested in the study of mathematics teaching and learning to keep in touch with advances in educational research. The book is divided into four sections and the contributions explore key topics such as:
The core concept of ‘praxeology’, including its development and functionalities The need for new teaching praxeologies in the paradigm of questioning the world The impact of ATD on the teaching profession and the education of teachers This is the second volume in the New Perspectives on Research in Mathematics Education. This comprehensive casebook is an indispensable resource for researchers, teachers and graduate students around the world.
Otros catálogos
- Dialnet Métricas: 4 Citas
- Citas a capítulos: 13 Citas
Listado de artículos
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Unity in Diversity: ATD at Work
Research on ATD outside mathematics
Caroline Ladage, Marianne Achiam, Martha Marandino
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Praxeological and Didactic Analysis
Praxeologies to be taught and praxeologies for teaching 33A delicate frontier
Michèle Artaud
Developments and functionalities in the praxeological model
Hamid Chaachoua, Annie Bessot, Avenilde Romo Vázquez, Corine Castela
Research on negative numbers in school algebra
María Eva Cid Castro, José María Muñoz Escolano
, Noemi Ruiz MunzónThe phenomenotechnical potential of reference epistemological models: The case of elementary differential calculus
Catarina Oliveira Lucas, Cecilio Fonseca Bon
, Josep Gascón , Maggy Schneider
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Questioning the World
The Second Spanish Republic and the project method: 101 A view from the ATD
Encarna Sánchez Jiménez
, Dolores Carrillo Gallego , Yves Chevallard , Marianna Bosch The ecology of study and research paths in upper secondary school: The cases of Denmark and Japan
Britta Eyrich Jessen, Koji Otaki, Takeshi Miyakawa, Hiroaki Hamanaka, Tatsuya Mizoguchi, Yusuke Shinno, Carl Winslow
The need for new teaching praxeologies in the paradigm of questioning the world
Jean-Pierre Bourgade, Karine Bernad, Yves Matheron
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ATD and the Teaching Profession
The study of teachers’ mathematical and didactic praxeologies as a tool for teacher education
Gisèle Cirade, Anne Crumière
The education of prospective early childhood teachers within the paradigm of questioning the world
Francisco Javier García, Tomás Angel Sierra Delgado
, Mercedes Hidalgo Herrero , Esther Rodríguez QuintanaThe education of school and university teachers within the paradigm of questioning the world
Berta Barquero i Farrás
, Ignasi Florensa, Alicia Ruiz OlarriaOn the contributions of the ATD to the teaching profession
Klaus Rasmussen, Kaj Østergaard, André Pressiat
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