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Luis Radford - One of the best experts on this subject based on the ideXlab platform.
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On the epistemology of the Theory of Objectification
2019Co-Authors: Luis RadfordAbstract:In this paper I discuss some concepts that are part of the epistemology dimension of the Theory of Objectification—a Vygotskian Theory of Teaching and learning whose philosophical background comes from dialectical materialism. The epistemological concepts are presented in the first part of the paper. In the second part, they are illustrated through a classroom example.
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The Progressive Development of Early Embodied Algebraic Thinking
Mathematics Education Research Journal, 2014Co-Authors: Luis RadfordAbstract:In this article I present some results from a 5-year longitudinal investigation with young students about the genesis of embodied, non-symbolic algebraic thinking and its progressive transition to culturally evolved forms of symbolic thinking. The investigation draws on a cultural-historical Theory of Teaching and learning—the Theory of objectification. Within this Theory, thinking is conceived of as a form of reflection and action that is simultaneously material and ideal: It includes inner and outer speech, sensuous forms of imagination and visualisation, gestures, rhythm, and their intertwinement with material culture (symbols, artifacts, etc.). The Theory articulates a cultural view of development as an unfolding dialectic process between culturally and historically constituted forms of mathematical knowing and semiotically mediated classroom activity. Looking at the experimental data through these theoretical lenses reveals a developmental path where embodied forms of thinking are sublated or subsumed into more sophisticated ones through the mediation of properly designed classroom activity.
Detlev Leutner - One of the best experts on this subject based on the ideXlab platform.
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guided discovery learning with computer based simulation games effects of adaptive and non adaptive instructional support
Learning and Instruction, 1993Co-Authors: Detlev LeutnerAbstract:Abstract The instructional effectiveness of exploring computer-based simulation games is hypothesized to be low unless Teaching functions are implemented. According to Klauer's (1985) framework for a Theory of Teaching, two varieties of instructional support were investigated in three experiments: (1) System-initiated adaptive advice and (2) learner-requested non-adaptive background information. Advice increased verbal domain knowledge, but decreased game performance (N = 64 Grade 7 students) — an effect replicated with university students (N = 38); advice had short-term effects, background information had long-term effects (N = 80 Grades 7–8 students). ATI-effects were observed. The results are discussed concerning instructional implications and cognitive theories of problem-solving, intelligence, memory overload and depth of information processing.
Thomas Hausberger - One of the best experts on this subject based on the ideXlab platform.
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Structuralist Praxeologies as a Research Program on the Teaching and Learning of Abstract Algebra
International Journal of Research in Undergraduate Mathematics Education, 2018Co-Authors: Thomas HausbergerAbstract:Research reported in this article has been conducted from the theoretical perspective of the Anthropological Theory of the Didactic developed by Y. Chevallard and his collaborators, and from the institutional perspective of university mathematics education in France. It focuses on the Teaching and learning of algebraic structures. The article introduces the notion of structuralist praxeology in the Theory of Teaching and learning of Abstract Algebra. The notion is illustrated by detailed descriptions of structuralist praxeologies related to the arithmetic of abstract rings, identified, on the one hand, in the history of mathematics and in Abstract Algebra textbooks and, on the other, in interactions among a group of learners of Abstract Algebra on an online discussion forum. The theoretical (and practical) issues regarding the Teaching and learning of the structuralist praxeologies are discussed in the context of the difficulties that learners experience in the transition from undergraduate and graduate studies in mathematics at university. The article concludes with an outline of a research program based on further praxeological analyses of the tasks, methods, methodologies and theories characteristic of structuralist thinking in a Teaching and learning environment. Résumé Cet article rend compte d’une recherche menée dans la perspective théorique de la Théorie Anthroplogique du Didactique développée par Y. Chevallard et ses collaborateurs, et dans le contexte institutionnel de l’enseignement supérieur en France. Le sujet d’étude est l’enseignement et l’apprentissage des structures algébriques. L’article introduit la notion de praxéologie structuraliste en didactique de l’algébre abstraite. Le propos est illustré en détaillant les praxéologies structuralistes en arithmétique des anneaux abstraits, sur la base d’une étude historique et de manuels, d’une part, et à travers l’étude des interactions d’un groupe d’apprenants sur un forum de mathématiques d’autre part. Les enjeux didactiques de la notion de praxéologie structuraliste sont discutés en relation avec les difficultés identifiées dans l’enseignement et l’apprentissage de l’algébre abstraite, à la transition entre Licence et Master de mathématiques à l’université. Enfin, l’article trace les grandes lignes d’un programme de recherches fondé sur la poursuite des analyses des tâches, des méthodes, méthodologies et théories caractéristiques de la pensée structuraliste dans un contexte d’enseignement-apprentissage.
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Structuralist Praxeologies as a Research Program on the Teaching and Learning of Abstract Algebra
International Journal of Research in Undergraduate Mathematics Education, 2018Co-Authors: Thomas HausbergerAbstract:Research reported in this article has been conducted from the theoretical perspective of the Anthropological Theory of the Didactic developed by Y. Chevallard and his collaborators, and from the institutional perspective of university mathematics education in France. It focuses on the Teaching and learning of algebraic structures. The article introduces the notion of structuralist praxeology in the Theory of Teaching and learning of Abstract Algebra. The notion is illustrated by detailed descriptions of structuralist praxeologies related to the arithmetic of abstract rings, identified, on the one hand, in the history of mathematics and in Abstract Algebra textbooks and, on the other, in interactions among a group of learners of Abstract Algebra on an online discussion forum. The theoretical (and practical) issues regarding the Teaching and learning of the structuralist praxeologies are discussed in the context of the difficulties that learners experience in the transition from undergraduate and graduate studies in mathematics at university. The article concludes with an outline of a research program based on further praxeological analyses of the tasks, methods, methodologies and theories characteristic of structuralist thinking in a Teaching and learning environment.
C. G. Boucharenc - One of the best experts on this subject based on the ideXlab platform.
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Research on Basic Design Education: An International Survey
International Journal of Technology and Design Education, 2006Co-Authors: C. G. BoucharencAbstract:This paper reports on the results of a survey and qualitative analysis on the Teaching of ‘Basic Design’ in schools of design and architecture located in 22 countries. In the context of this research work, Basic Design means the Teaching and learning of design fundamentals that may also be commonly referred to as the Principles of Two- and Three-dimensional Design. The body of knowledge associated with Basic Design may be regarded as part of the general Theory of Teaching and learning design as practiced in many design schools and which has its origins in the classical design schools such as the Bauhaus. In the author’s perception and practice, the pedagogy of Basic Design promotes a holistic, creative and experimental methodology that develops the learning style and cognitive abilities of students with respect to the fundamental principles of design. This includes an understanding of the elements of shape, colour, texture, light, and rhythm in a manner complementary but usually unrelated to the common design methods Teaching approach. As is well known among design practitioners, including architects and industrial designers, a deep understanding of the purpose of these fundamental design elements and principles is still relevant to contemporary design practice. The main objective of the research described in this paper was to determine the status and development of Basic Design pedagogy in a significant number of contemporary design schools. On the basis of the results of two surveys conducted in 2001–2002, this paper will identify and illustrate interesting aspects concerning the programmes and organisation of courses delivered by teachers of ‘Basic Design’. This work will also survey the viewpoints of Basic Design teachers in elementary years of design courses and of those Teaching design through projects during the subsequent years of the same courses. Interestingly, the design project teachers surveyed in this research expressed a desire to be more involved in the Teaching of Basic Design fundamentals which indicates strongly that Basic Design principles are still relevant in contemporary design education terms as they have ever been and that more research is needed in order to better understand and apply the related pedagogy.
Thomas J. Shuell - One of the best experts on this subject based on the ideXlab platform.
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Toward an Integrated Theory of Teaching and Learning
Educational Psychologist, 1993Co-Authors: Thomas J. ShuellAbstract:The relationship between Teaching and learning is examined from a perspective concerned with integrating the two phenomena along several dimensions. Traditionally, Teaching and learning have been studied as separate entities. This discussion is based on the premise that within an educational context, Teaching and learning are so intertwined in a dynamic and reciprocal process that they need to be considered as a single entity rather than as two separate ones. The need to consider the simultaneous effects of cognitive, affective, motivational, and developmental factors is also stressed. The evolution of research and Theory on Teaching and learning, along with issues associated with the application of psychological Theory to educational practices, are examined for insights into the types of issues that need to be pursued in the next generation of research on the Teaching-learning process. Several approaches to the application problem are critiqued, and examples of research that integrates concerns for teach...