|Juan D. Godino (Spain)||email@example.com|
|In this paper we describe the main characteristics
of a theoretical framework for research in mathematics education, which
we have been developing since 1994 (Godino and Batanero, 1994; 1998b). This
framework has been used in several statistics education doctoral theses
and publications (Godino and Batanero, 1998b; Batanero and Godino, 2001),
and the theoretical notions introduced in the same allow us to take into
account three main facets of teaching and learning processes:
- Epistemology (the nature and structure of knowledge);
- Cognition (subjective knowledge and learning);
- Instruction (teacher-students' interaction patterns in the classroom context).
These three dimensions are articulated by an anthropological and semiotical approach for knowledge and communication processes.
We also will show an example, where the theoretical framework is applied to the study of the median in the context of teacher's training, where the research methodology derived from the framework allows us,
- to identify the elements of meaning of the statistical content in the instructional process;
- to show the semiotic complexity of the same;
- to determine the critical aspects that require negotiation of meanings, or changes in the instruction;
- to evaluate the effectiveness of the teaching and learning process and to deduce criteria for their optimisation.
|Download in Adobe Acrobat format (109 Kb).|
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