Abstract
In this article we present and discuss some theoretical and methodological elements of a wider research that analyzes the teaching practice of two teachers—novice and expert—from a semiotic theoretical approach. The conceptual framework of this work allows for addressing the epistemological and didactic dimensions of the teaching practice. Three concepts are particularly emphasized: sign, artefact, and mediation. Furthermore, we propose, through the networking of theories (Kidron & Bikner-Ahsbahs, 2015), the teacher’s teaching model as a theoretical-methodological construct to analyze the teaching practice. This work reports the teaching model for the phenomenon of a free-falling object, in which the close relation between mathematics and physics is addressed. Some results on the application of the teaching model are presented for the analysis of a novice teacher.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the Forty-First Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education |
| Subtitle of host publication | ... against a new horizon |
| Editors | Samuel Otten, Amber G. Candela, Zandra de Araujo, Cara Haines, Charles Munter |
| Publisher | University of Missouri |
| Pages | 1795-1802 |
| Number of pages | 8 |
| ISBN (Electronic) | 978-0-578-57791-3 |
| Publication status | Published - 2019 |
| Externally published | Yes |
| Event | 41st Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education: ... against a new horizon - St Louis, United States Duration: 14 Nov 2019 → 17 Nov 2019 Conference number: 41 |
Conference
| Conference | 41st Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education |
|---|---|
| Abbreviated title | PME-NA 41 |
| Country/Territory | United States |
| City | St Louis |
| Period | 14/11/19 → 17/11/19 |
Keywords
- Models
- artefact
- Resources
- Activity Theory