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TASK2

COMPARING OF DIDACTICS OF MATHEMATICS AND MATHEMATICS


EDUCATION

MARIA FERNANDA SUAREZ GONZALEZ - CODE. 60412295


YIZLET TATIANA MALDONADO - CODE. 1094274169
KEISSY ZURET VELANDIA - CODE. 60267561
CARMEN JULIET MUÑOZ - CODE. 1061600132

TUTOR
JUAN CARLOS ACOSTA
GROUP 551032_6

UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA


ESCUELA DE CIENCIAS DE LA EDUCACIÓN
CÚCUTA
OCTUBRE 2020
COLLABORATIVE CHART

DIDACTICS OF MATHEMATICS MATHEMATICS EDUCATION


 Strategies, methodologies,  Refers to the subject that is
learning styles, types of students, taught.
etc., that are involved in the  The complex and heterogeneous
teaching-learning process of social system which includes
mathematics and other subjects. theory, development, and practice
 The scientific and scholarly field concerning the teaching and
of research which aims to learning of mathematics.
identify, characterize, and  Its introduction in the didactic can
understand the phenomena and generate the increase of notions to
processes conditioning the learn but not fundamental; the
teaching and learning of loss of perspective and the loss of
mathematics certainty.
 The development of historical  Takes a specific emphasis on
studies driven by didactic research results in the specific
purposes can clash with the good field of mathematics education
methodological rules of historical
research; a teleological view may
prevail without developing
original studies.
 Popularization could be related to
only some aspects of research
such as motivation and
reorganization of a field of
knowledge.

RELATION WITH THE RESEARCH


 They focus on various foundations; didactics focused on concepts, innovation
in the classroom and the observation of processes with an experimental
induction methodology. Where the analysis of mathematics, active
participation of teachers and peer operation was deepened.
 Didactics of mathematics training is a subset of mathematics education.
 "The key to the [innovation] procedure, in its entirety, is the role of the
professor as a researcher. The project is not just a study of teachers who are
analyzing themselves: the application of its results depends on teachers testing
their hypotheses, through research related to their own situations. This implies
a special kind of professionalism: research-based teaching" (Stenhouse, 1984;
p. 193).

 The didactic training of mathematics teachers is one of the fields of action of


mathematical education with the greatest wealth and variety of problems and,
therefore, with the greatest potential for research and for the development and
consolidation of the Didactic discipline of Mathematics.

 Much of the research carried out in Didactics of Mathematics is located in this


field of action. We refer to the broad field of curricular and cognitive research,
both general and those that refer to the planning, transmission and learning of
specific mathematical knowledge. We also refer to studies on evaluation and
performance, comparative and longitudinal studies, studies on specific
difficulties in learning mathematics, studies on the use, utility and limitations
of many materials and resources (Rico et al., 1997).

 A large part of the research to be developed and carried out in Didactics of


Mathematics corresponds to this field of action

SCREENSHOT OF PARTICIPATION:
SCREENSHOT OF FEEDBACKS:
BIBLIOGRAPHY

 Bartolini, M, & Bazzini, L. (2003). Research, Practice and Theory in Didactics of


Mathematics: towards Dialogue between Different Fields. Educational Studies in
Mathematics Vol. 54, No. 2/3, Connecting Research, Practise and Theory in the
Development and Study of Mathematics Education. pp. 203-223. Retrieved from
http://didmat.dima.unige.it/progetti/COFIN/biblio/art_bazz/BART_03.pdf

 D’Amore, B. (2008). Epistemology, didactics of mathematics and teaching practices.


Mediterranean Journal for Research in Mathematics Education Vol. 7, 1, pp 1-22.
Retrieved from
http://www.dm.unibo.it/rsddm/it/articoli/damore/636%20%20Epistemology.pdf

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