A framework for a comparative study of pre-service elementary teachers’ knowledge of rational numbers

Autores

  • Zetra Putra Department of Science Education, University of Copenhagen, Denmark
  • Carl Winsløw Department of Science Education, University of Copenhagen, Denmark

DOI:

https://doi.org/10.23925/1983-3156.2019v21i4p063-073

Palavras-chave:

comparative study, elementary teachers’ knowledge, rational numbers

Resumo

Abstract

This paper presents a framework of a PhD research of the first author about a comparative study of pre-service elementary teachers’ knowledge of rational numbers between Indonesia and Denmark. To obtain the data, the authors design a series of hypothetical teacher tasks (HTTs), inspired by a paper of Durand-Guerrier, Winsløw, and Yoshida (2010). Subjects in this research are pre-service elementary teachers from a selection of different University Colleges in Denmark and from the elementary school teacher education study program, Riau University, in Indonesia. The praxeological reference models and the levels of didactic codetermination are used as tools to analyse the result.

Resumen

 Este artículo presenta un marco general de un proyecto de investigación doctoral. Se trata de un estudio comparativo sobre el conocimiento acerca de los números racionales en la formación de maestros de enseñanza primaria en Indonesia y Dinamarca. Para obtener los datos los autores han construido una serie de «tareas hipotéticas de enseñanza» (HTTs), inspiradas de un artículo de Durand-Guerrier, Winsløw y Yoshida (2010). Participan en nuestra investigación estudiantes de una selección de diferentes colegios universitarios en Dinamarca y del programa de formación de maestros de primaria de la Universidad de Riau en Indonesia. El análisis utiliza los niveles de codeterminación didácticos y los modelos praxeológicos de referencia.


Résumé

Cet article présente le cadre d’un projet de recherche doctoral. Il s’agit d’une étude comparative sur les connaissances sur les nombres rationnels, chez des étudiants en formation pour enseigner à l’école primaire, en Indonésie et au Danemark. Pour obtenir les données, les auteurs construisent une série de « tâches hypothétiques d’enseignement » (HTTs), inspirés par un article de Durand-Guerrier, Winsløw et Yoshida (2010). Les sujets de notre recherche sont des étudiants d’une sélection de différents collèges universitaires au Danemark et du programme de formation d’enseignants au primaire de l’Université de Riau en Indonésie. Un modèle praxéologique de référence et les niveaux de codétermination didactique sont utilisés pour l’analyse.


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Biografia do Autor

Zetra Putra, Department of Science Education, University of Copenhagen, Denmark

Department of Science Education, University of Copenhagen, Denmark

Carl Winsløw, Department of Science Education, University of Copenhagen, Denmark

Department of Science Education, University of Copenhagen, Denmark

Referências

Artigue, M. & Winsløw, C. (2010). International comparative studies on mathematics education: a viewpoint from the anthropological theory of didactics. Recherches en Didactique des Mathématiques, 30(1), 47-82.

Brousseau, G. (1997). Theory of didactic situations in mathematics. Dordrecht, The Netherlands: Kluwer.

Bosch. M. & Gascón, J. (2006). Twenty-five years of the didactic transposition. ICME Bulletin, 58, 51-65.

Bosch, M. & Gascón, J. (2014). Introduction to the anthropological theory of the didactic (ATD). In A. Bikner-Ahsbahs & S. Prediger (Eds.), Networking of Theories as a Research Practice in Mathematics Education (pp. 67-83). Switzerland: Springer International Publishing.

Chevallard, Y. (1992). Fundamental concepts in didactics: perspectives provided by an anthropological approach. In R. Douady & A. Mercier (Eds.), Research in Didactique of Mathematics (pp. 131-167). Grenoble, France: La Pensée sauvage.

Chevallard, Y. (2006). Steps towards a new epistemology in mathematics education. In M. Bosch (Eds.), Proceedings of the IV Congress of the European Society for Research in Mathematics Education (pp. 21-30). Grenoble, France: La Pensée sauvage.

Chevallard, Y. (2007). Readjusting didactics to a changing epistemology. European Educational Research Journal, 6(2), 131-134.

Depaepe, F., Torbeyns, J., Vermeersch, N., Janssens, D., Janssen, R., Kelchtermans, G., Verschaffel, L., & Van Dooren, W. (2015). Teachers’ content and pedagogical content knowledge on rational numbers: A comparison of prospective elementary and lower secondary school teachers. Teaching and Techer Education, 47, 82-92.

Durand-Guerrier, V., Winsløw, C. & Yoshida, H. (2010). A model of mathematics teacher knowledge and a comparative study in Denmark, France and Japan. Annales de didactique et des sciences cognitives, 15, 147-172.

Lai, M. Y. & Murray, S. (2014). What do error patterns tell us about Hong Kong Chinese and Australian students’ understanding of decimal numbers? International Journal for Mathematics Teaching and Learning, 15, 1-32.

Li, H. (2014). A comparative analysis of British and Taiwanese students’ conceptual and procedural knowledge of fraction addition. International Journal of Mathematical Education in Science and Technology, 45(7), 968-979.

Long, C. T. & DeTemple, D. W. (2002). Mathematical reasoning for elementary teachers (3rd Edition). Pearson Education.

Ma, L. (1999). Knowing and teaching elementary mathematics. New Jersey: LEA.

Stacey, C., Helma, S., Steinle, V., Baturo, A., Irwin, K. & Bana, J. (2001). Preservice teachers’ knowledge of difficulties in decimal numeration. Journal of Mathematics Teacher Education, 4(3), 205-225.

Winsløw, C., Barquero, B., De Vleeschouwer, M. & Hardy, N. (2014). An institutional approach to university mathematics education: from dual vector spaces to questioning the world. Research in Mathematics Education, 16(2), 95-111.

Winsløw, C. & Durand-Guerrier, V. (2007). Education of lower secondary mathematics teachers in Denmark and France. Nordic Studies in Mathematics Education, 12(2), 5-3.

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Publicado

2019-06-11

Como Citar

PUTRA, Z.; WINSLØW, C. A framework for a comparative study of pre-service elementary teachers’ knowledge of rational numbers. Educação Matemática Pesquisa Revista do Programa de Estudos Pós-Graduados em Educação Matemática, São Paulo, v. 21, n. 4, 2019. DOI: 10.23925/1983-3156.2019v21i4p063-073. Disponível em: https://revistas.pucsp.br/index.php/emp/article/view/42541. Acesso em: 26 dez. 2024.

Edição

v. 21 n. 4 (2019): El paradigma del cuestionamiento del mundo en la investigación y en la enseñanza

Seção

Finalizada -El paradigma del cuestionamiento del mundo en la investigación y en la enseñanza - 2019

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