UNIGE document Chapitre d'actes
previous document  unige:23060  next document
add to browser collection
Title

Using Practical Epistemology Analysis to Study the Teacher and Students' Joint Actions in the Mathematics Classroom

Authors
Wickman, Per-Olof
Hamza, Karim
Published in Pytlak, M.; Swoboda, E. & Rowland, T. Proceedings of the 7th Congress of the European society for Research in Mathematics Education (CERME 7). Rzeszów (Poland) - 9th-13th February 2011 - Rzeszow (Poland): University of Rzeszow. 2011, p. 2472-2481
Abstract This paper aims at characterizing the teaching actions that are used in a primary school mathematics lesson, and their consequences for the learning progression. To proceed, we explore the analytical outcomes of combining two analytical frameworks, namely the Practical Epistemology Analysis of classroom discourse and the triple [Meso; Topo; Chrono]-Geneses featuring didactical transactions in the Theory of Joint Action in Didactics. The analytic approach is exhibited through an empirical sample of a mathematical lesson about the learning of surface area with 4th grade students. Analyses are guided by two questions: 1) testing the PEA for identifying the content learnt in transactions in the case of mathematics; 2) examining how PEA may augment the MTC - Geneses description to characterize the learning progression over time within the teacher‘s and students‘ joint actions. This later question is crucial to understand the generalization of the students' experience against the teaching process unfolded by the teacher.
Keywords Joint Action Theory in DidacticsPractical Epistemology AnalysisMesogenesisTopogenesisChronogenesisSurface Area
Identifiers
ISBN: 978-83-7338-683-9
Note Peer-reviewed paper (Working Group 16 : Different Theoritical Perspectives and Approaches in Research in Mathematics Education)
Full text
Structures
Research group Groupe de recherche en didactique comparée (GREDIC)
Citation
(ISO format)
LIGOZAT, Florence, WICKMAN, Per-Olof, HAMZA, Karim. Using Practical Epistemology Analysis to Study the Teacher and Students' Joint Actions in the Mathematics Classroom. In: Pytlak, M.; Swoboda, E. & Rowland, T. (Ed.). Proceedings of the 7th Congress of the European society for Research in Mathematics Education (CERME 7). Rzeszów (Poland). Rzeszow (Poland) : University of Rzeszow, 2011. p. 2472-2481. https://archive-ouverte.unige.ch/unige:23060

342 hits

503 downloads

Update

Deposited on : 2012-09-28

Export document
Format :
Citation style :