Onto-semiotic analysis of instructional processes in mathematics, practices improvement and teacher professional development
DOI:
https://doi.org/10.17979/reipe.2015.0.06.582Keywords:
didactic analysis, educational practices, mathematics, onto-semiotic approach, teacher professional developmentAbstract
The description of mathematical knowledge types present in a study process and its forms of exploitation in class can be a powerful tool for a thorough reflection on educational practices, with impact both in the quality improvement of educational processes as on teacher professional development. Throughout this text we will share results of applying a tool provided by the onto-semiotic approach designed for describing mathematical processes: the semiotic analysis technique. From an instructional segment developed in a mathematics class of Primary Education, it will be presented an example of the possibilities offered by this model to the understanding of instructional processes and to the improving both of teaching processes and students learning.Downloads
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