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

Published inProceedings of the 7th Congress of the European society for Research in Mathematics Education (CERME 7), Editors Pytlak, M.; Swoboda, E. & Rowland, T., p. 2472-2481
Presented at Rzeszów (Poland), 9th-13th February 2011
PublisherRzeszow (Poland) : University of Rzeszow
Publication date2011
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 Didactics
  • Practical Epistemology Analysis
  • Mesogenesis
  • Topogenesis
  • Chronogenesis
  • Surface Area
NotePeer-reviewed paper (Working Group 16 : Different Theoritical Perspectives and Approaches in Research in Mathematics Education)
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: 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.
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  • PID : unige:23060
ISBN978-83-7338-683-9
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