Didactic Analysis Research Articles

Light and Color: Art and Science Using an Interdisciplinary Approach in Primary Education Teacher Training

Light and color present complex interactions whose understanding is not always intuitive. Over the past forty years, numerous studies have aimed to identify preconceived notions and the various models employed in schools. Numerous teaching and learning strategies, along with didactic analyses, often fail to consider the multidimensional and interdisciplinary nature of these phenomena. This article presents a teaching experience aimed at training future primary education teachers. The theoretical context of this proposal, designed within the domains of physical and chemical didactics and plastic and visual expression, will be discussed. Instruments consistent with qualitative action research were used. Some results from the analysis of students’ narratives, both in laboratory notebooks and in sessions recorded audiovisually, will be presented.

Undervisningsutveckling genom analyser av elevers lärande av handlingskompetens gällande antibiotikaresistens

The aim of this study is to investigate how teaching about antibiotic resistance and action competence can be designed and modelled based on analyses of student learning. Analyses are made of students’ privileging when asked to discuss complex tasks related to antibiotic resistance where knowledge from multiple disciplines and perspectives is relevant to use and where different courses of action are possible. Teaching were performed in two cycles with a didactic analysis and remodeling of teaching in between. The results make visible how teaching can be modelled by making space for subject knowledge as well as values and priorities. With a sharper focus in the modified teaching, students could debate the content that the teaching was aimed at. We discuss the challenges of finding content that is relevant and engaging for students and that also draws attention to multiple perspectives and potential conflicts of interest on the issue.

Inductive reasoning: Problems, methods of justification and interaction between mathematics and computer science.

Our paper reports on the the fondations of inductive reasoning, more precisely, the reasons for the conflicts betwen several scientists around the place, the notion of induction and its role in differents sciences, in particular mathematics. We start from an epistemological and didactic reflection of this reasoning to understand this concept. First, we present the epistemological problem of induction in relation to its meaning and validity. These problems highlight the complexity of induction.This leads us,in a second step, to set up a typology of the notion of induction developed by philosophers,linguists,empiricists and mathematicians. Finally ,we present a didactic analysis of mathematical induction which highlights the specific comprehension difficulties of learners and emphasizes the interaction between mathematics and computer science , in particular the relationship between mathematical induction and recursion.

Efficient computational method using random matrices describing critical thermodynamics

Our study emphasizes the efficacy of employing matrices resembling Wishart matrices, derived from magnetization time series data within specific dynamics, to elucidate phase transitions and critical phenomena in the Q-state Potts model. Through the application of appropriate statistical methods, we not only identify second-order transitions but also distinguish weaker first-order transitions by carefully analyzing the density of eigenvalues and their fluctuations. Additionally, we investigate the method’s sensitivity to stronger first-order transition points. Notably, we establish a robust correlation between the system’s actual thermodynamics and the spectral thermodynamics encapsulated within the eigenvalues. Our findings are further supported by correlation histograms of the time series data, revealing insightful patterns. Building upon our core results, we provide a didactic analysis that draws parallels between the spectral properties of criticality in a spin system and matrices intentionally imbued with correlations (a toy model). Within this framework, we observe a universal behavior characterized by the distribution of eigenvalues into two distinct groups, separated by a gap dependent on the level of correlation, influenced by temperature-induced changes in the spin system.

Wdrażanie różnojęzycznych studentów filologii regionów do czytania literatury francuskojęzycznej. Refleksja glottodydaktyczna nad wstępną koncepcją kursu

The current paper is a reflection on introducing plurilingual students of Regional Language Studies to the reading of francophone literature. The paper first discusses the didactic background for the reflection and emphasizes the plurilingualism of students. Next, the author presents how the autonomization approach to learning and teaching could be applied in an optional course of French focused on developing plurilingual learners’ reading comprehension of francophone literary texts, even before they reach the advanced proficiency level in French. The initial course concept will be illustrated with didactic analysis of the francophone novel – “L’ignorance” by Milan Kundera.

Contributions of the anthropological theory of the didactic to the epistemological programme of research in mathematics education

In the early 1980s, the theory of didactic situations put the analysis of mathematical activity at the core of the didactic analysis, thus initiating a new research programme in mathematics education: the epistemological programme. This paper describes and interprets some of the contributions of the anthropological theory of the didactic (ATD) to the development of this programme. These contributions come from the new institutional and ecological perspective provided by the ATD to approach the didactic problem and from the significance it assigns to macrodidactic phenomena characterised by didactic transposition. They are illustrated with research works involving different fields of school mathematics in which the ATD team led by Spanish researchers played a central role: research in school algebra and its relations with functional modelling, differential calculus, and real numbers. The paper concludes by briefly describing the contributions of the ATD to the dialogue between didactic theories, another domain that has notable Spanish contributions.

Curricular Didactic Analysis: an experience with future teachers

RESUMEN Se presentan resultados de una experiencia formativa con futuros profesores de matemáticas, centrada en el análisis didáctico de materiales curriculares sobre probabilidad. Aunque hubo progreso en la identificación de objetos matemáticos, se encontraron dificultades para reconocer situaciones-problema, procedimientos, proposiciones y argumentos, así como los significados de probabilidad. En la valoración experta de la idoneidad didáctica de la normativa, se observaron deficiencias, pero los participantes no evaluaron adecuadamente dichas carencias, especialmente en las facetas epistémica y cognitiva. Estas limitaciones podrían deberse a la falta de formación específica y al poco tiempo para familiarizarse con los indicadores de idoneidad.

Análisis Didáctico Curricular: una experiencia con futuros profesores

ABSTRACT The results of a training experience with future mathematics teachers, focusing on the didactic analysis of curricular materials on probability, are presented. Although there was progress in identifying mathematical objects, difficulties were encountered in recognizing problem-situations, procedures, propositions, and arguments, as well as the meanings of probability. In the expert assessment of the didactic suitability of the standards, shortcomings were observed; however, the participants did not adequately evaluate these shortcomings, particularly in the epistemic and cognitive facets. These limitations could be attributed to a lack of specific training and insufficient time to become familiar with the suitability indicators.

Dialogue and defamiliarization

To lead discussions about complex literary texts in a classroom of teenagers is no doubt a challenging task for many teachers. It is therefore meaningful to explore how teachers’ management of literature discussions can be supported and improved. Prior research indicates a positive relationship between certain modes of discussion and increased literary awareness. Yet observational studies underscore that open-ended, probing discussions about literature are scarce in today’s classrooms.
 This article elaborates the theoretical framing of an intervention designed to improve the quality of teacher-led discussions about complex literary texts. We argue that dialogic theory, appropriate for highlighting the processes of classroom interaction, needs to be supplemented by theory that offers an explanation for the role of the literary text and its impact on both readers and their interaction processes. For this purpose, we examine the conceptual matching between theory of dialogic teaching, drawing on Bakhtin’s idea of meaning making as inherently dialogic, and theories of literary reception, specifically Shklovsky’s concept defamiliarization and recent didactical analysis of Derrida’s concept undecidability. The intention of the paper is to suggest a theoretical framing of the intervention, one that allows for both analysis of the aesthetic processes of reading and talking about literature, and specific guidance of teachers’ management of those discussions.

Didactical Analysis of Mathematical Literacy Skills to Identify Learning Obstacles on Space and Shape Content

Mathematical literacy can be defined as the ability to understand and use mathematics in various contexts to solve problems, geometry is a lesson that can still make students experience learning obstacles or called learning obstacles. The purpose of the study was to identify learning obstacles and didactically analyze students' mathematical literacy on space and shape content. This research uses a qualitative method, incorporating the dedactical design model (Didactical Design Research). The qualitative method consists of interviews, observations, and documentation studies. The instruments used were interview guidelines and observation guidelines. Meanwhile, the dedactical design consists of: 1) prospective analysis (before learning) 2) metapedactic analysis and 3) retrospective analysis (combined results of prospective and metapedactic analysis). The research subjects were 6 students who were selected by purposive sampling. Based on the dedactical design, the researcher only reached the prospective stage. Based on the results of research on students' mathematical literacy skills in solving PISA questions on space and shape content, namely on the three subjects showing different results. Based on the written test results, AD and AL subjects have high mathematical literacy skills. then JU subjects have moderate literacy skills. And subjects NF, RI and MA have low mathematical literacy skills. So that from these three subjects it can be said that the students' mathematical literacy skills are still low. Efforts that can be made based on learning obstacles are that students are guided and familiarized when given problems to solve by starting to write what is known and what is asked in the given problem, linking to real-world concepts, expressing arguments in solving problems, developing strategies, using symbols, mathematical tools, and making conclusions of mathematical solutions.

Didactic Analysis of Junior High School Students Mathematical Literacy Skill on Space and Shape

It is important for learners to have mathematical literacy skills because it can help learners utilize mathematics in real life, solve problems, assess whether the results obtained make sense, and analyze situations and make conclusions. In the Program for International Students Assessment (PISA), there are four mathematics contents: Space and Shape, Change and Relationship, Quantity, and Uncertainly and Data. The purpose of this study is to identify the learning obstacles experienced by students in the Space and Shape content. This study used a qualitative approach using dedactical design research. With 16 learners, this research was conducted at SMP PST Guppi Samata class IX. The instruments used in data collection are tests and non-tests. The test material consists of questions about mathematical literacy skills level 3, 4, and 6 using flat-sided space building material. The non-test instruments used in collecting data are observation and documentation. Based on the research results, students experience learning difficulties in space and shape content which causes them to be less able to evaluate solutions that have been interpreted. The percentage shows that out of 16 students in class IX, 10% of them have high math ability, 60% have medium math ability, and 30% have low math ability. Efforts can be made to start with the habituation of providing basic calculations so that students can answer test questions correctly. After that, motivation can be given and encourage students to be enthusiastic in understanding the concept of critical thinking in applying the context of the problem to real objects.

Tareas matemáticas escolares diseñadas por docentes de educación secundaria: un análisis desde la visión funcional de las matemáticas

Background: After mathematics curricular reform in 2012 in Costa Rica, which accentuate the functional vision of mathematics, it is worth inquiring if teachers designed tasks respond to established curricular guidelines and what mathematical and didactic characteristics that these tasks exhibit. Objectives: The aim of the study was to describe and analyze the mathematical and didactic elements, linked to the curricular proposal for Secondary Education in Costa Rica, used by in-service mathematics teachers for designing or selecting school tasks oriented to the development of mathematics skills on the subject of functions. Design: It corresponds to a descriptive-qualitative research, based on an intrinsic study of cases. Setting and Participants: Participants were five mathematics teachers from different educational institutions in Costa Rica during the year 2022 were studied, all teachers participated in a training program to promote teacher reflection competence regarding the design and analysis of school mathematics. Data collection and analysis: Data was collected from school mathematical tasks designed by the participants. The analysis of the information was carried out by defining categories and units of analysis based on the curricular provisions established for the teaching and learning of mathematics in Costa Rica, and the components of didactic analysis, as a methodology for the design of school mathematics tasks. Results: The analyzed tasks exhibit strengths in the curricular component, as well as in the didactic component. However, they lack elements that allow understanding how and when to put the designed tasks into practice, among other aspects. Conclusions: The training of in-service teachers takes a significant enhancement to strengthen knowledge and capacities oriented to the design, selection, and analysis of school mathematics tasks, associated with the functional vision of mathematics that articulates the curricular plan regarding student learning in Secondary Education in Costa Rica.

YouTube as an open resource for foreign language learning: a case study of German

The integration of information and communication technologies (ICT) in education has increased the possibilities and expanded the boundaries of the learning process. It is also a prerequisite for implementing distance learning. Various online resources, such as e-mail, blogs, forums, online applications, and video hosting sites, can be used to create open learning and education environments. This study focuses on the use of informational educational technologies for learning foreign languages, especially German. The article presents the results of a theoretical analysis of the content of YouTube video materials in terms of their personal and didactic relevance for teaching German as a first or second foreign language in higher education, specifically at a pedagogical university. Based on the practical experience of using several popular thematic YouTube channels with a large and stable audience, a brief didactic analysis of their products is provided and suggestions are made on how to transform video content into methodological material for the practical course of German language for future teachers. The article also explores the potential of using alternative YouTube resources for distance learning with regard to the development of mediation skills as defined by the authors of the CEFR Companion Volume with New Descriptors. Four types of resources that can serve as teaching materials are identified and analyzed; some examples of their preparation and use for the training of future foreign language teachers are given. The article also discusses the open resources ONCOO and TWINE, which can be used to foster the autonomy of future foreign language teachers, and describes their features. The proposed recommendations can help to achieve the following objectives: enriching vocabulary; semanticizing phraseological units, fixed expressions, clichés; developing pronunciation skills; enhancing linguistic and ICT competencies; improving listening and speaking skills; increasing motivation to learn, etc.

Types of mathematical tasks in lower secondary classrooms in Germany

AbstractTasks play an important role in mathematics education, as they provide opportunities for students to develop their competencies and to cognitively engage with the mathematical content. The potential for cognitive activation as a central feature of a mathematical task has been considered in numerous studies, mostly as a didactical analysis by means of existing classification systems. In this study, which has been carried out in the frame of the TEDS research program, a different approach is taken by which we aim to identify the cognitive demand level of tasks used in ordinary mathematics lessons. Thus, the correlation between general mathematical competencies and the cognitive mathematical activities required to solve the task was analyzed and common properties of groupings of tasks were empirically extracted. In detail, 2490 tasks from mathematics lessons in Germany were analyzed by means of a rational task analysis with regard to their potential for fostering general mathematical competencies, namely modelling, problem solving, reasoning and argumentation, use of representations, use of symbols and operations, and communication. Latent class analysis revealed six classes of mathematical tasks with varying potential for the different competencies. In accordance with previous studies on mathematical tasks in Germany, the biggest class focused solely on the use of symbols and operations, while other classes showed different foci. Post hoc analyses revealed that the classes of tasks differ with regard to the level of cognitive activity they require. The results of the study highlight that the potential for cognitive activation of the tasks used in the classrooms of this more recent study has not improved in the last decades, despite many reform activities in German mathematics education, and that many mathematical tasks used are still more or less calculation oriented.

Evolving the classroom: A mathematical and didactic exploration of teacher-guided peer learning

In this paper, we introduce a model involving group dynamics to investigate the intricate processes underpinning teacher-guided peer learning. This model seeks to pinpoint the optimal degree of teacher participation, thereby augmenting the effectiveness of peer learning experiences. Although peer learning inherently fosters enriched knowledge acquisition, the absence of a systematic approach or robust didactic analysis can impede its potential. Our model uniquely addresses this gap by facilitating a comparative investigation of peer learning under varying degrees of teacher participation, thereby illuminating the optimal range for this variable. To validate our model, we undertake comprehensive simulations that affirm its predictive power and practical applicability. Moreover, this study further contributes to the field by quantifying three distinct modes of facilitation, each characterized by different degrees of teacher participation. This is complemented by an in-depth didactic analysis. Our work synergizes the domains of educational research and network science, forging new pathways for understanding and enhancing classroom dynamics.

Reframing curriculum for religious education

ABSTRACT This article arises out of work undertaken within the After Religious Education project. It synthesizes the curriculum expertise of established researchers, with the expertise of current teachers of RE in England. A question drives our shared interests: how should we approach curriculum development in RE and how do we justify the approach taken? The article proceeds in three steps. First, we elaborate, contextualize, and justify this question by introducing varied approaches to the curriculum production in RE. We argue that these approaches lack a foundational influence from general didactics: an understanding of subject matter that is informed by distinctively educational theory. Addressing this omission, the second step presents an alternative approach to RE established on the ‘Bildung/didactic’ tradition, and the specific general didactic analysis of Klafki. Third, we explore this approach in relation to two teaching contexts, modelling these applications, and the principles they exemplify. We demonstrate the value of synthesizing theoretical and practical expertise for RE theory and practice.

Identification of characteristics of didactic and meta-didactic mathematical knowledge of novice and expert teachers when reflecting on class episodes

This article describes the didactic analysis carried out by an expert teacher and a novice teacher, based on the didactic suitability criteria (DSC) of the Onto Semiotic Approach (OSA) when analyzing episodes of a high school mathematics class in Costa Rica. This is a qualitative investigation with an interpretive hermeneutic approach. First, a questionnaire was applied to the two participants, to classify them as novice and expert, based on certain defined characteristics. Both teachers then analyzed three video segments using a guide for didactic analysis and, finally, an interview was conducted to elaborate on the reflections previously obtained. The data analysis focused on identification, classification, and comparison of elements in each of the video segments with reference to the OSA’s DSC indicators. The results show that there are differences and similarities between the didactic analysis carried out by these teachers. It is concluded that the novice teacher provides a more descriptive analysis, in which errors are not specified, and focuses on the activities carried out by his students, while the expert teacher, who provides a thoughtful evaluative analysis of, identifying errors in the concepts and focusing his analysis on the teacher’s actions and performance in the video segments.

ADABIYOT DARSLARIDA TEKSTUAL-ANALITIK TAHLIL ASOSIDA O‘QUVCHILARDA MUTOLAANI RIVOJLANTIRISH

This article highlights specific methods of developing book reading among students in literature lessons and shows that the effectiveness of literature lessons in the development of reading, an analytical approach to the educational and didactic analysis of a work of art is one of the important factors in the modernization of literary education.

Designing an ontology of the e-learning course content

Knowledge modeling, closely related to ontologies, is an important semantic technology and research area. The article deals with the e-learning course content model concept. The content model is based on structuring the content into separate fragments, called learning elements. These learning elements integrate into a tree directed graph. The content model is defined as a combination of such a graph and a table of attributes of educational elements with requirements for didactic indicators of their study. The rules for building models of the electronic educational content are formulated. The mathematical properties of these models are discussed and their integral characteristics are introduced. The proposed approach to content modeling is in line with the SCORM specifications for international e-learning, complements them with targets, didactic design algorithms and analysis of educational materials. Formation algorithms and methods of presenting the content model make it possible to automate the process of its construction and didactic analysis in the form of a visual interactive dialogue between developers of electronic educational resources in instrumental author's environments.

Didaktická analýza písaniek pre 1. ročník

The present paper focuses on a didactic analysis of the most used sets of writing books used for writing practice in the first year of primary education. The paper has a theoretical-research character, its theoretical part analyses the importance of writing in the cognitive and motor development of the pupil, the research part in the form of a questionnaire analyses the criteria for the selection of individual sets of writing materials from the point of view of teachers - elementarists. The aim of the research part of the paper is to provide view of the criteria applied by the educators in the selection of writing materials and the process of practicing writing.