Abstract

Background: In Mathematics Education many works use the Model of the Semantic Fields (MSF) to investigate aspects of the teaching and learning Mathematics and teacher education. However, none of these works analyzes the development of this theoretical model or investigates the theories that support it. Objectives: present a meta-analysis of the results of the doctoral thesis (Paulo, 2020) which aimed to investigate the existence of a Mathematics teacher education project consistent with the MSF. Design: The study is part of a hermeneutics analysis based on the MSF's ways of proceeding. Setting and Participants: The research has a bibliographic nature and was developed from 31 works published between the years 1992 and 2012. The selection of works that constituted the research corpus took place by consulting all works published by the research group Sigma-t, being elected those dealing with teacher education. Data collection and analysis: From the corpus of the research, an analysis was carried out according to the MSF's characteristic way of proceeding, explained in the item “Methodology” of this text. This analysis resulted in the production of a report from which the authors articulated their conclusions. Results: The study shows the existence of a teacher training project being articulated over the years by the researchers who make up the research group investigated. In a complementary way, a systematization of “Plausible Reading” also resulted from our analyzes as a research procedure based on the MSF. Conclusions: We conclude this article by pointing out the potential and limitations of the research developed during the PhD, as well as referrals for the research developed.

Highlights

  • “what premises support the understanding of teacher training from a philosophical perspective within the scope of the Model of Semantic Fields ?” set us on a quest to understand the presence of a teacher education project that could be understood within the production of the research and development group in Mathematics Education Sigma-t

  • This article is organized : “Theoretical reference,” in which we present our theoretical contribution, emphasizing the notions that constitute the Model of Semantic Fields we consider the first to understand our analysis process; “Methodology,” in which we present our methodological path, discussing the notion of “Plausible Reading” that guided our research actions; “Results and analyses” in which we highlight the main results obtained in the research and how we articulate them, and “Conclusions,” in which we present a comprehensive synthesis on what we consider relevant for the Mathematics Education inquiry region

  • Regarding the development of the Model of Semantic Fields (MSF), in a general way, the formalization of the theoretical model can be seen in the following works: in articles published in the years 1993 and 1994, the theorization begins to be called the “Theoretical Model of the Semantic Fields”

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Summary

Introduction

“what premises support the understanding of teacher training from a philosophical perspective within the scope of the Model of Semantic Fields ?” set us on a quest to understand the presence of a teacher education project that could be understood within the production of the research and development group in Mathematics Education Sigma-t. In Mathematics Education many works use the Model of the Semantic Fields (MSF) to investigate aspects of the teaching and learning Mathematics and teacher education None of these works analyzes the development of this theoretical model or investigates the theories that support it. Data collection and analysis: From the corpus of the research, an analysis was carried out according to the MSF’s characteristic way of proceeding, explained in the item “Methodology” of this text This analysis resulted in the production of a report from which the authors articulated their conclusions.

Objectives
Methods
Results
Conclusion

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