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Evolution of Didacticians’ meta-didactical Praxeologies and Documentation Work
This study is aimed to understand the connections between didacticians’ meta-didactical praxeologies for the design and implementation of a teacher professional development program and their documentation work for the program itself. Didacticians are mathematics education researchers with the role o...
Autores principales: | , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Springer Nature Singapore
2023
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10091325/ https://www.ncbi.nlm.nih.gov/pubmed/37363787 http://dx.doi.org/10.1007/s10763-023-10367-w |
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author | Pocalana, Gabriella Robutti, Ornella |
author_facet | Pocalana, Gabriella Robutti, Ornella |
author_sort | Pocalana, Gabriella |
collection | PubMed |
description | This study is aimed to understand the connections between didacticians’ meta-didactical praxeologies for the design and implementation of a teacher professional development program and their documentation work for the program itself. Didacticians are mathematics education researchers with the role of teacher educators. Data presents a case study, in which two didacticians (the authors) generate documents for the work with seventeen in-service mathematics teachers working at the lower secondary level, on inquiry mathematics tasks. The results reveal relationships, not yet fully addressed in research, between the intertwining evolution processes of the didacticians’ meta-didactical praxeologies and their documentation work, nurtured by the collaboration with the teachers. The whole process is led by the evolving goal of the professional development program, from the promotion of the classroom implementation of inquiry mathematics tasks to the broader goal of building an inquiry community with the teachers. This study could contribute to the introduction of an interpretative model for the didacticians’ work for the design and implementation of a teacher professional development program, based on the combination of Meta-Didactical Transposition and Documentational Approach to Didactics frameworks. |
format | Online Article Text |
id | pubmed-10091325 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | Springer Nature Singapore |
record_format | MEDLINE/PubMed |
spelling | pubmed-100913252023-04-14 Evolution of Didacticians’ meta-didactical Praxeologies and Documentation Work Pocalana, Gabriella Robutti, Ornella Int J Sci Math Educ Article This study is aimed to understand the connections between didacticians’ meta-didactical praxeologies for the design and implementation of a teacher professional development program and their documentation work for the program itself. Didacticians are mathematics education researchers with the role of teacher educators. Data presents a case study, in which two didacticians (the authors) generate documents for the work with seventeen in-service mathematics teachers working at the lower secondary level, on inquiry mathematics tasks. The results reveal relationships, not yet fully addressed in research, between the intertwining evolution processes of the didacticians’ meta-didactical praxeologies and their documentation work, nurtured by the collaboration with the teachers. The whole process is led by the evolving goal of the professional development program, from the promotion of the classroom implementation of inquiry mathematics tasks to the broader goal of building an inquiry community with the teachers. This study could contribute to the introduction of an interpretative model for the didacticians’ work for the design and implementation of a teacher professional development program, based on the combination of Meta-Didactical Transposition and Documentational Approach to Didactics frameworks. Springer Nature Singapore 2023-04-12 /pmc/articles/PMC10091325/ /pubmed/37363787 http://dx.doi.org/10.1007/s10763-023-10367-w Text en © The Author(s) 2023 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . |
spellingShingle | Article Pocalana, Gabriella Robutti, Ornella Evolution of Didacticians’ meta-didactical Praxeologies and Documentation Work |
title | Evolution of Didacticians’ meta-didactical Praxeologies and Documentation Work |
title_full | Evolution of Didacticians’ meta-didactical Praxeologies and Documentation Work |
title_fullStr | Evolution of Didacticians’ meta-didactical Praxeologies and Documentation Work |
title_full_unstemmed | Evolution of Didacticians’ meta-didactical Praxeologies and Documentation Work |
title_short | Evolution of Didacticians’ meta-didactical Praxeologies and Documentation Work |
title_sort | evolution of didacticians’ meta-didactical praxeologies and documentation work |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10091325/ https://www.ncbi.nlm.nih.gov/pubmed/37363787 http://dx.doi.org/10.1007/s10763-023-10367-w |
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