Analysis of didactical trajectories in teaching and learning mathematics: overcoming extreme objectivist and constructivist positions

Godino, Juan D.; Rivas, Hernán; Burgos, María; Wilhelmi, Miguel R.

Publication:
Analysis of didactical trajectories in teaching and learning mathematics: overcoming extreme objectivist and constructivist positions

dc.contributor.author	Godino, Juan D.
dc.contributor.author	Rivas, Hernán
dc.contributor.author	Burgos, María
dc.contributor.author	Wilhelmi, Miguel R.
dc.contributor.department	Estadística, Informática y Matemáticas	es_ES
dc.contributor.department	Estatistika, Informatika eta Matematika	eu
dc.date.accessioned	2022-09-30T06:29:24Z
dc.date.available	2022-09-30T06:29:24Z
dc.date.issued	2019
dc.date.updated	2022-09-29T08:11:54Z
dc.description.abstract	There is currently a consensus in mathematics education that favors constructivist instructional models, which are based on the inquiry of knowledge by students. There are, however, different views that consider objectivist models, based on knowledge transmission (direct or explicit teaching) more effective in the teaching of scientific disciplines. In this article we analyze an instructional process on elementary probability directed to prospective primary education teachers, which was designed under constructivist principles and is based on data analysis projects. A systematic analysis of the study process reveals that the optimization of the learning process involves implementing frequent moments that require explicit transmission of knowledge by the teacher. This analysis is based on some theoretical tools from the onto-semiotic approach to mathematical knowledge and instruction, which allow identifying significant didactical facts that support a mixed instructional model. The relevance for mathematics education to contemplate the use of mixed instructional models that articulate constructivists and objectivist approaches to promote mathematical learning is concluded.	en
dc.description.sponsorship	EDU2016-74848-P (FEDER, AEI)	en
dc.format.mimetype	application/pdf	en
dc.identifier.citation	Godino, J.D.; Rivas, H.; Burgos, M.; Wilhelmi, M.R.. (2019). Analysis of Didactical Trajectories in Teaching and Learning Mathematics: Overcoming Extreme Objectivist and Constructivist Positions. International electronic journal of mathematics education. Volume 14 Issue 1, pp. 147-161	en
dc.identifier.doi	10.12973/iejme/3983
dc.identifier.issn	1306-3030
dc.identifier.uri	https://academica-e.unavarra.es/handle/2454/44130
dc.language.iso	eng	en
dc.publisher	Modestum	en
dc.relation.ispartof	International Electronic Journal of Mathematics Education, 2019, Volume 14 Issue 1, pp. 147-161	en
dc.relation.projectID	info:eu-repo/grantAgreement/AEI/Plan Estatal de Investigación Científica y Técnica y de Innovación 2013-2016/EDU2016-74848-P	en
dc.relation.publisherversion	https://doi.org/10.12973/iejme/3983
dc.rights	© 2019 by the authors; licensee Modestum Ltd., UK. Open Access terms of the Creative Commons Attribution 4.0 International License apply. The license permits unrestricted use, distribution, and reproduction in any medium, on the condition that users give exact credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if they made any changes.	en
dc.rights.accessRights	info:eu-repo/semantics/openAccess
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/
dc.subject	Mathematics instruction	en
dc.subject	Didactical models	en
dc.subject	Onto-semiotic approach	en
dc.subject	Probabilistic notions	en
dc.subject	Teacher training	en
dc.title	Analysis of didactical trajectories in teaching and learning mathematics: overcoming extreme objectivist and constructivist positions	en
dc.type	info:eu-repo/semantics/article
dc.type.version	Versión publicada / Argitaratu den bertsioa	es
dc.type.version	info:eu-repo/semantics/publishedVersion	en
dspace.entity.type	Publication
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