Linking learning and instructional theories in mathematics education
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http://hdl.handle.net/10045/126584
Títol: | Linking learning and instructional theories in mathematics education |
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Autors: | Godino, Juan D. | Batanero, Carmen | Burgos, María |
Paraules clau: | Mathematics education | Mathematics teaching |
Data de publicació: | 2022 |
Editor: | PME | Universidad de Alicante |
Citació bibliogràfica: | Godino, Juan D.; Batanero, Carmen; Burgos, María. “Linking learning and instructional theories in mathematics education”. In: Fernández, Ceneida, et al. (Eds.). Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education: Alicante, Spain, 18-23 of July of 2022. Alicante: PME, 2022. Vol. 2. ISBN 978-84-1302-176-8, pp. 299-306 |
Resum: | There is a dilemma between knowledge enquiry and transmission in general instructional theories, which are usually supported by constructivist, objectivist or a combination of constructivist and objectivist learning theories. Considering the epistemological, ontological, and semiotic assumptions about mathematical knowledge of the Onto-semiotic Approach, in this paper we describe a theoretical model of mathematical instruction that articulates the constructivist and objectivist approaches to learning in order to optimise the didactic suitability of the teaching and learning processes. |
Patrocinadors: | Research carried out as part of the research project, PID2019-105601GBI00 / AEI / 10.13039/5011000110), with support of the research group FQM-126 (Junta de Andalucía, Spain). |
URI: | http://hdl.handle.net/10045/126584 |
ISBN: | 978-84-1302-176-8 |
ISSN: | 0771-100X |
Idioma: | eng |
Tipus: | info:eu-repo/semantics/conferenceObject |
Drets: | © 2022 left to authors |
Revisió científica: | si |
Versió de l'editor: | https://web.ua.es/pme45/ |
Apareix a la col·lecció: | PME 45 - Proceedings - Vol. 2 |
Arxius per aquest ítem:
Arxiu | Descripció | Tamany | Format | |
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proceedings-pme-45-vol2-38.pdf | 210,68 kB | Adobe PDF | Obrir Vista prèvia | |
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