The Pósa method with ATD lenses: Praxeological analysis on math problems in Hungarian talent care education with ‘recursion’ in their logos blocks<br>La méthode Pósa avec des lentilles TAD: analyse praxéologique des problèmes mathématiques dans l’enseignement hongrois de soins aux talents avec «récursion» dans leurs blocs de logos
DOI:
https://doi.org/10.23925/1983-3156.2020v22i4p259-281Palabras clave:
Anthropological Theory of the Didactic, praxeological analysis, web of problem threads, kernel of problem threads, Pósa methodResumen
Abstract.
The praxeological analysis of selected questions used in the Hungarian Pósa method is presented, focusing on a common element in their logos blocks, called recursive thinking. As part of a broader research with reverse didactic engineering methodology, aiming at theorizing the ‘intuitively’ developed Pósa method, the present findings are also compared to previous results and re-interpret the concepts of kernel and web of problem thread. Based on these results gained by using tools of the Anthropological Theory of the Didactic, the paper offers a partial description of the didactic strategy of the Pósa method for inquiry-based learning mathematics and raises questions for further research.
Résumé
Nous présentons l'analyse praxéologique de certaines questions utilisées dans la méthode hongroise Pósa, en nous concentrant sur un élément commun à leurs logos blocs, appelé pensée récursive. Dans le cadre d’une recherche plus large qui met en place une méthodologie d’ingénierie didactique inverse visant à théoriser la méthode de Pósa développée "intuitivement", les résultats actuels réinterprètent les concepts de noyau et de réseau de fils de problèmes. Sur la base des résultats obtenus en utilisant les outils de la théorie anthropologique du didactique, l'article offre une description partielle de la stratégie didactique de la méthode Pósa pour l'apprentissage des mathématiques basé sur l'enquête, et soulève des questions pour des recherches ultérieures.
Citas
Artigue, M., & Blomhøj, M. (2013). Conceptualizing inquiry-based education in mathematics. ZDM, 45(6), 797‒810.
Barquero, B., & Bosch, M. (2015). Didactic engineering as a research methodology: from fundamental situations to study and research paths. In A. Watson, & M. Ohtani (Eds.), Task Design in Mathematics Education (pp. 249–273). Cham, Switzerland: Springer.
Bosch, M., Chevallard, Y., García, F. J., & Monaghan, J. (2019). Working with the Anthropological Theory of the Didactic in Mathematics Education: A Comprehensive Casebook. London, UK: Taylor & Francis Ltd.
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). Dordrecht, The Netherlands: Springer.
Bosch, M., & Winsløw, C. (2016). Linking problem solving and learning contents: The challenge of self-sustained study and research processes. Recherches en Didactique des Mathematiques, 35(3), 357‒401.
Chevallard, Y. (1992). A theoretical approach to curricula. Journal für Mathematik-Didaktik 13(2‒3), 215‒230.
Chevallard, Y. (2006). Steps towards a new epistemology in mathematics education. In M. Bosch (Ed.), Proceedings of the IV Congress of the European Society for Research in Mathematics Education (pp. 21‒30). Barcelona: FUNDEMI-IQS.
Chevallard, Y. (2015). Teaching mathematics in tomorrow’s society: a case for an oncoming counter-paradigm. In S. J. Cho (Ed.), Proceedings of the 12th International Congress on Mathematical Education (pp.173–187). Springer International Publishing.
Katona, D., & Szűcs, G. (2017). Pósa-method & cubic geometry: a sample of a problem thread for discovery learning of mathematics. In T. J. Karlovitz (Ed.), Differences in pedagogical theory and practice (pp. 17‒34). Komarno, Slovakia: International Research Institute s.r.o.
Győri, J. G., & Juhász, P. (2018). An extra curricular gifted support programme in Hungary for exceptional students in mathematics. In K. S. Taber, M. Sumida, & L. McClure (Eds.), Teaching gifted learners in STEM subjects: developing talent in science, technology, engineering and mathematics (pp. 89‒106). Abingdon, Oxon and New York, NY: Routledge.
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Autores que publicam nesta revista concordam com os seguintes termos:- Autores mantém os direitos autorais e concedem à revista o direito de primeira publicação, com o trabalho simultaneamente licenciado sob a Licença Creative Commons Attribution que permite o compartilhamento do trabalho com reconhecimento da autoria e publicação inicial nesta revista.
- Autores têm autorização para assumir contratos adicionais separadamente, para distribuição não-exclusiva da versão do trabalho publicada nesta revista (ex.: publicar em repositório institucional ou como capítulo de livro), com reconhecimento de autoria e publicação inicial nesta revista.
- Autores têm permissão e são estimulados a publicar e distribuir seu trabalho online (ex.: em repositórios institucionais ou na sua página pessoal) a qualquer ponto antes ou durante o processo editorial, já que isso pode gerar alterações produtivas, bem como aumentar o impacto e a citação do trabalho publicado (Veja O Efeito do Acesso Livre).
