Onto-semiotic analysis of instructional processes in mathematics, practices improvement and teacher professional development

Authors

  • Isabel Cláudia Nogueira

DOI:

https://doi.org/10.17979/reipe.2015.0.06.582

Keywords:

didactic analysis, educational practices, mathematics, onto-semiotic approach, teacher professional development

Abstract

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.

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Publisher 
Universidade da Coruña, Servizo de Publicacións

Published

2015-11-10

How to Cite

Nogueira, I. C. (2015). Onto-semiotic analysis of instructional processes in mathematics, practices improvement and teacher professional development. Revista De Estudios E Investigación En Psicología Y Educación, (06), 209–213. https://doi.org/10.17979/reipe.2015.0.06.582

Issue

Section

XIII Congreso Internacional G-P de Psicopedagogía. Área 6: FORMACIÓN DE PROFESORES Y AGENTES EDUCATIVOS