2 research outputs found
Totéž a odlišné: O praktikách sémantizace a instrumentalizace v učebně (matematické)
VzdÄ›lánĂ nenĂ moĹľnĂ© bez obsahu. VyuÄŤovánĂ a uÄŤenĂ ve školách se vÄ›nuje „něčemu“, ne „niÄŤemu“ nebo „čemukoliv“. ÄŚĂm vĂce heterogennĂ, multikulturnĂ a jazykovÄ› rĹŻznorodá je vĂ˝uka, tĂm vĂce je bÄ›hem vyuÄŤovánĂ a uÄŤenĂ nutná sĂ©mantizace vzdÄ›lávacĂho obsahu. V tomto ÄŤlánku rozvĂjĂme teorii transformace obsahu a pĹ™edstavujeme koncept operaÄŤnĂho isomorfismu a jeho potenciálu v oblasti didaktiky, vĂ˝zkumu vĂ˝uky a vzdÄ›lávánĂ a vzdÄ›lávánĂ uÄŤitelĹŻ. PomocĂ pĹ™ĂpadovĂ© studie vĂ˝uky matematiky ilustrujeme, jak mohou studenti těžit ze sĂ©mantizaÄŤnĂch a instrumentalizaÄŤnĂch postupĹŻ ve tĹ™ĂdÄ› a jak tyto procesy nabĂ˝vajĂ podoby extenzionálnĂ dekonstrukce a intenzionálnĂho rozšiĹ™ovánĂ nebo zhušťovánĂ.There is no education without content. Teaching and learning in schools is devoted to “something,” not to “nothing” or “anything.” The more heterogeneous, multicultural, and multilingual the classroom, the more semantization of educational content within teaching and learning is needed. Therefore, the role of various languages in the classroom is revisited. In this article, we elaborate on the theory of language-sensitive content transformation and introduce the concept of operational isomorphism and its potential in the field of didactics, research on teaching, and learning and teacher education. Using a case study of mathematics teaching, we illustrate, how students can benefit from semantization and instrumentalization practices in the classroom and how these processes take the form of extensional deconstruction and intensional expansion or intensional condensation
Professional development models for whole number arithmetic in primary mathematics teacher education: a cross-cultural overview
The goal of the chapter is to explore and discuss teacher education in different parts of the world and to emphasise the commonalities and differences not only in the panellists\u2019 countries, but in a broad perspective. By looking at differences in the parts and processes of different educational systems, we can learn from each other and develop a more integrated perspective on teacher education. Most research studies in the field of primary mathematics teacher education at the international level focus on curricula within teacher education and on the knowledge a primary teacher needs for teaching well. WNA provides a context for developing understandings and constructing arguments that adhere to the practices and norms of more advanced mathematics. Two key issues frame the chapter: ways to increasing and deepening teachers\u2019 mathematical understandings and developing tools that support their mathematics teaching. Examples from seven countries are accompanied by brief information about the organisation of primary teacher education in each of them