Статті в журналах: "Didactic transpositions"

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CAVADAS, BENTO. "PLATE TECTONICS IN PORTUGUESE AND SPANISH SCIENCE TEXTBOOKS: FROM THE 1960s TO THE 1980s." Earth Sciences History 40, no. 2 (July 1, 2021): 538–65. http://dx.doi.org/10.17704/1944-6187-40.2.538.

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Plate tectonics caused a revolution within earth sciences which then was transposed into science textbooks. The main objective of this paper is to explore how plate tectonics influenced Portuguese and Spanish science textbooks published from the 1960s through the 1980s. For this purpose, a qualitative method based on the concept of didactic transposition is used. The didactic transposition of seafloor spreading evidence such as ridges, rifts and trenches, transform faults, seafloor sediments, the age of seafloor basaltic rocks, the magnetic anomalies on the seafloor, the Benioff zones and the subduction process, and also the didactic transposition of the formation of mountains ranges and island arcs, convection currents, plate tectonics concepts, boundaries and motion, and plate tectonics acceptance are studied in a comprehensive sample of science textbooks. The analysis of textbooks shows that the didactic transposition of seafloor spreading, and plate tectonics started mainly in 1970s Portuguese and Spanish textbooks and had a strong development in 1980s textbooks. No major differences were found between the approaches to plate tectonics in similar age Portuguese and Spanish textbooks. At the beginning of the 1970s, textbooks presented partial evidence for seafloor spreading, such as magnetic anomalies and the characteristics of ridges, rifts and trenches. They also addressed convection currents but only those that were related to geosynclines. In the mid 1970s and in the 1980s, textbooks presented more comprehensive evidence of seafloor spreading, by adding didactical transpositions of transform faults, seafloor sediments and the age of seafloor rocks. They also presented in more detail topics such as magnetic anomalies, the Benioff zones, orogenic processes and the tectonic significance of ridges, rifts and trenches. Plate tectonic theory was presented in major textbooks as widely accepted, and discussions about speculative facts or processes were rare.

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Bationo, Jean-Claude. "Didactique de la littérature et littérature didactique: l’exemple de la littérature africaine francophone en classe de langues étrangères au Burkina Faso." Asemka: A Bi-Lingual Literary Journal of University of Cape Coast, no. 10 (September 1, 2020): 117–31. http://dx.doi.org/10.47963/asemka.vi10.279.

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The teaching of foreign and second languages such as English, French and German in Burkina Faso has always used literature. However, its exploitation has always been limited to the handling and knowledge of the language. The potentialities of literary texts go beyond linguistic aspects. The didactic of literature helps to discover the potentialities of literature. They transmit cultural, socio-cultural, intercultural, empathic and educational skills. The purpose of this paper is to show not only how to teach literature in language class but also how to use didactic literature to develop social skills among learners to reduce vandalism, school violence, negative stereotypes, misunderstandings of intercultural nature while cultivating social peace and living together in a context of internationalization, globalization and digital revolution. Focusing on francophone African literature, the methodological approach used for the didactic transpositions of literary content is based on the new orientation and the redefinition of the objectives of language teaching according to the Common European Framework of Reference for Languages (2001) and on the didactic models of the aesthetic reception of didactics of literature from Bredella and Burwitz-Metzler’s (2004), which consists to put the learner in intensive interaction with the text and to motivate him to express oneself on one’s reading experiences.

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Jessen, Britta Eyrich, and Klaus Rasmussen. "What knowledge do in-service teachers need to create SRPs?De quelles connaissances les enseignants en exercice ont-ils besoin pour créer des SRP?" Educação Matemática Pesquisa : Revista do Programa de Estudos Pós-Graduados em Educação Matemática 22, no. 4 (September 15, 2020): 680–93. http://dx.doi.org/10.23925/1983-3156.2020v22i4p680-693.

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AbstractIn this paper we present ideas regarding what elements of the anthropological theory of didactics in-service teachers need to design study and research paths and realise them in their classrooms. Based on preliminary experiences from other projects we try to identify crucial notions and how they can be transposed in order to support Danish in-service teachers, who has very diverse didactical knowledge.Keyword: Anthropological Theory of the Didactics, professional development, didactic transposition, Study and Research Path.RésuméDans cet article, nous présentons des idées sur les éléments de la théorie anthropologique du didactique en cours qui ont besoin pour concevoir des parcours d’étude et de recherche et les réaliser. Sur la base des expériences préliminaires d'autres projets, nous essayons d'identifier les notions cruciales et comment elles peuvent être transposées afin de soutenir les enseignants danois, qui possède des savoir-faire didactiques très diverses.Mots-clés : Théorie anthropologique de la didactique, développement professionnel, transposition didactique, parcours d'étude et de recherche.

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Jessen, Britta Eyrich, and Klaus Rasmussen. "What knowledge do in-service teachers need to create SRPs?De quelles connaissances les enseignants en exercice ont-ils besoin pour créer des SRP?" Educação Matemática Pesquisa : Revista do Programa de Estudos Pós-Graduados em Educação Matemática 22, no. 4 (September 15, 2020): 680–93. http://dx.doi.org/10.23925/1983-3156.2020v22i4p680-693.

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AbstractIn this paper we present ideas regarding what elements of the anthropological theory of didactics in-service teachers need to design study and research paths and realise them in their classrooms. Based on preliminary experiences from other projects we try to identify crucial notions and how they can be transposed in order to support Danish in-service teachers, who has very diverse didactical knowledge.Keyword: Anthropological Theory of the Didactics, professional development, didactic transposition, Study and Research Path.RésuméDans cet article, nous présentons des idées sur les éléments de la théorie anthropologique du didactique en cours qui ont besoin pour concevoir des parcours d’étude et de recherche et les réaliser. Sur la base des expériences préliminaires d'autres projets, nous essayons d'identifier les notions cruciales et comment elles peuvent être transposées afin de soutenir les enseignants danois, qui possède des savoir-faire didactiques très diverses.Mots-clés : Théorie anthropologique de la didactique, développement professionnel, transposition didactique, parcours d'étude et de recherche.

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Artaud, Michèle. "Phénomènes transpositifs de la didactique dans la profession de professeurTranspositive phenomena of didactics in the teaching profession." Educação Matemática Pesquisa : Revista do Programa de Estudos Pós-Graduados em Educação Matemática 22, no. 4 (September 15, 2020): 630–45. http://dx.doi.org/10.23925/1983-3156.2020v22i4p.630-645.

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RésuméÀ la lumière de la notion de transposition archididactique, nous mettrons en évidence certains éléments du processus de ce type qui transporte de la didactique dans la profession de professeur, et notamment des conditions et des contraintes qui gênent, voire empêchent, ou au contraire favorisent voire permettent l'intégration de certains ingrédients dans l'équipement praxéologique d'un professeur.Mots clés : Transposition Archididactique, Équipement Praxéologique.AbstractThe aim of this paper is to bright out some elements of the process of the archididactic transposition that carry some pieces of didactic knowledge from research institution into teacher profession. The focus will be on conditions and constraints that allow, promote or, on the contrary, compromise, prevent to integrate didactics in the praxeological equipment of teacher.Keywords: Archididactic Transposition, Praxeological Equipment.

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Marfuah, Marfuah, Didi Suryadi, Turmudi Turmudi, and Muhamad Galang Isnawan. "Providing Online Learning Situations for In-Service Mathematics Teachers' External Transposition Knowledge During COVID-19 Pandemic: Case of Indonesia." Electronic Journal of e-Learning 20, no. 1 (February 1, 2022): pp69–84. http://dx.doi.org/10.34190/ejel.20.1.2388.

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Updating mastery of mathematics scholarly knowledge is vital for mathematics teachers' professional development in Indonesia. External transposition refers to the transposition of mathematics scholarly knowledge to the school curriculum. During the COVID-19 pandemic, online learning becomes the primary strategy for strengthening the external transposition knowledge of mathematics teachers in Indonesia. This study aims to describe the process of providing online learning situations in lifting the in-service mathematics teachers' external transposition knowledge during the COVID-19 pandemic. The online learning involved 57 in-service high school mathematics teachers in Indonesia as participants. The scholarly knowledge to be delivered was the visualization of matrix multiplication. This qualitative study is a didactical design research that includes a prospective learning situation analysis, a meta-technopedadidactic analysis, and a retrospective analysis. In the prospective learning situation, the solutions for re-situating face-to-face learning to online learning were disclosed. Moodle was used as the Learning Management System, and GeoGebra Classroom was used as the Task Response System. A meta-technopedadidactic is an educator's ability to comprehensively analyze pedagogic interaction, didactic interaction, and didactic pedagogy anticipation in using technology in a learning situation. The finding in the meta-technopedadidactic analysis showed the role of technology as a visualization tool in online learning, evidence of participants' external didactic transposition, constraints, and collaboration in learning. Finally, the retrospective analysis suggested some future improvements for better online learning situations. This study contributes to the comprehensive organization of e-learning courses in Indonesia for mathematics teachers' professional development based on pedagogic interaction, didactic interaction, and didactic pedagogy anticipation in the use of technology. Despite some of the study's limitations, the findings have the potential to be an advantage for the long-term sustainability of e-learning as a new norm for teachers' professional development programs, rather than just a foreshadowing of the pandemic.

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Duró, Rosa Pons. "Facteurs de décisions didactiques dans l’enseignement des mathématiques au secondaire en AndorreFactors of didactic decisions in secondary mathematics education in Andorra." Educação Matemática Pesquisa : Revista do Programa de Estudos Pós-Graduados em Educação Matemática 22, no. 4 (September 15, 2020): 282–93. http://dx.doi.org/10.23925/1983-3156.2020v22i4p282-293.

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RésuméCet article porte sur les décisions didactiques prises par les enseignants de mathématiques et les facteurs qui peuvent les influencer. Nous nous situons au niveau secondaire en Andorre, contexte caractérisé par une diversité éducative particulière. Nous utilisons le modèle de décisions didactiques inscrit dans le cadre de la théorie anthropologique du didactique (TAD) avec les niveaux de codétermination articulé avec la structuration du milieu de la théorie de situations didactiques (TSD). À partir du modèle de la transposition, nous centrons notre étude sur l’enseignement de l’algèbre et en particulier la résolution d’équations algébriques. Nous proposons un modèle de référence pour une analyse comparative sur l’enseignement des mathématiques dans le contexte étudié. Notre travail vise à étudier le facteur institutionnel dans le contexte particulier de l’enseignement des mathématiques en Andorre.Mots-clés : Facteur institutionnel de décisions didactiques, TAD, Transposition didactique.AbstractThis paper is about didactical decisions taken by teachers of mathematics and the factors that can influence them. We are on secondary school in Andorra, a context characterized by a particular educational diversity. We use the model of educational decisions in the framework of the anthropological theory of the didactic (ATD) with the levels of co-determination combined with the structuring of the educational environment in Theory of Didactic Situations (TSD). From the model of the didactic transposition, we focus our study on the teaching of algebra and in algebraic solving equations. We propose a reference model for a comparative analysis of mathematics education in the context under study. Our work aims to study the institutional factor in the context of mathematics education in Andorra.Keywords: Institutional factor of didactic decisions, TAD, Didactic transposition.

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De Vicente-Yagüe Jara, Mª Isabel. "Artes y literatura en la LOMCE: mecanismos para la comprensión de lecturas plurales." Investigaciones Sobre Lectura, no. 5 (February 1, 2016): 59–69. http://dx.doi.org/10.37132/isl.v0i5.117.

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The current curriculum in Compulsory Secondary Education within the LOMCE law evidences the existing connection between the different artistic expressions. Specifically in the literary subjects, it is aimed to promote the consideration of the links between Literature and the rest of arts (Music, Painting, Cinema…) as an expression of the human feelings, while analyzing and interrelating works, characters and plots from all the time periods.Aesthetics, Rhetoric, Poetry, Fine Arts, Musicology, Semiotic, the Comparative Literature, and Criticism, as disciplines interested in the foresaid pairing, have just joint their studies, examining, from a theoretical approach, the existing links and transpositions between arts. In the educational field, establishing analogies and intersections between arts is conceived as a process for understanding the literary works: the didactic use of the semiotic correspondences for showing an interconnected reality of multiple readings in the classroom.From that perspective, a literary hypertext allows non lineal readings, through its links and connections with other texts, enhancing the student’s reception and leading it towards multiple and significant realities. In that sense, the literary work, in where several possible reading itineraries coincide all together, acquires an open character, losing its consideration of being close and concluded. Hereby, we specify the type of activities, works and reading mechanisms that the new curricular approach requires; ekphrasis, melopoiesis, and Literature in films, among other dialogic links, that are a reclaim for the reading process in students while strengthening their aesthetical reception skills. In the same way, the theories about the reader intertext, linked to the literary training of students and the development of their reading comprehension, set the standards of the teaching methodology in the classroom.

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De Vicente-Yagüe Jara, Mª Isabel. "Artes y literatura en la LOMCE: mecanismos para la comprensión de lecturas plurales." Investigaciones Sobre Lectura, no. 5 (February 1, 2016): 59–69. http://dx.doi.org/10.24310/revistaisl.vi5.11093.

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The current curriculum in Compulsory Secondary Education within the LOMCE law evidences the existing connection between the different artistic expressions. Specifically in the literary subjects, it is aimed to promote the consideration of the links between Literature and the rest of arts (Music, Painting, Cinema…) as an expression of the human feelings, while analyzing and interrelating works, characters and plots from all the time periods.Aesthetics, Rhetoric, Poetry, Fine Arts, Musicology, Semiotic, the Comparative Literature, and Criticism, as disciplines interested in the foresaid pairing, have just joint their studies, examining, from a theoretical approach, the existing links and transpositions between arts. In the educational field, establishing analogies and intersections between arts is conceived as a process for understanding the literary works: the didactic use of the semiotic correspondences for showing an interconnected reality of multiple readings in the classroom.From that perspective, a literary hypertext allows non lineal readings, through its links and connections with other texts, enhancing the student’s reception and leading it towards multiple and significant realities. In that sense, the literary work, in where several possible reading itineraries coincide all together, acquires an open character, losing its consideration of being close and concluded. Hereby, we specify the type of activities, works and reading mechanisms that the new curricular approach requires; ekphrasis, melopoiesis, and Literature in films, among other dialogic links, that are a reclaim for the reading process in students while strengthening their aesthetical reception skills. In the same way, the theories about the reader intertext, linked to the literary training of students and the development of their reading comprehension, set the standards of the teaching methodology in the classroom.

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Do, Tra Huong, and Van Thi Thanh Nguyen. "The structure of didactic transposition capability - analysis of an example of didactic transposition of physical knowledge in the training of pedagogical students." Vietnam Journal of Education 4, no. 1 (March 30, 2020): 44–52. http://dx.doi.org/10.52296/vje.2020.7.

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Didactic transposition capability is one of the important competencies of pedagogical students. The capability of didactic transposition efficiently supports teachers in designing lesson plans by topics that are not available in the current educational programs and in developing the school curriculum. It is necessary to develop the capability of didactic transposition for students during the training process of pedagogical universities. However, in order to promote the didactic transposition capability effectively, it is necessary to clarify its structure, components, elements and criteria to perform those capability elements. The article has proposed a structure of didactic transposition capability and analyzed an example of didactic transposition of physical knowledge for students of Physics pedagogy.

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EL GOUSAIRI, Anass. "LA CONSTRUCTION INSTITUTIONNELLE DE LA LITTÉRATURE EN CLASSE DE FRANÇAIS : QUELQUES PROLÉGOMÈNES À UNE ANALYSE DIDACTIQUE DE L’OBJET." FRANCISOLA 2, no. 1 (July 5, 2017): 79. http://dx.doi.org/10.17509/francisola.v2i1.7529.

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RÉSUMÉ. Suite à la Réforme générale du système d’éducation et de formation au Maroc, engagée depuis déjà deux décennies et relayée récemment par la Vision Stratégique 2015-2030, l’enseignement du français, en tant que « première langue étrangère » selon les discours officiels, a fait l’objet d’une reconfiguration didactique majeure, à savoir la réintroduction de la littérature dans les programmes du lycée dès l’an 2002, après une longue éclipse au profit des « Documents authentiques ». Or, malgré ce renouveau, la conception esthétisante et formelle de l’objet « littérature », qui a encore la vie dure en classe de français, ne permet pas de saisir le statut épistémologique et les enjeux réels de son usage didactique. Dans cet article, nous examinerons dans une démarche interprétative la littérature comme construit institutionnel par l’observation et l’analyse du texte officiel afférent à cette construction, et ce afin d’expliciter les effets et les dérives de la transposition didactique de l’objet en contexte scolaire. Mots-clés : didactique du français, interculturalité, langue-culture, littérature, texte officiel, transposition didactiqueABSTRACT. Further to the general Reform of Morocco’s education and training system, which has been engaged for already two decades and that was relayed recently by the Strategic Vision 2015-2030, teaching French, frequently referred to as the "first foreign language" according to official statements, has known an important didactic reconfiguration: literature was introduced in high school programs after being abandoned and replaced by “Authentic Documents” over the last few years. Nonetheless, the aesthetic and formal conception of literature doesn’t allow to understand the real stakes behind the use of literary texts in French class. In this article, we will examine particularly the institutional construction of literature by interpretating some data collected from the official text related to the teaching of/by literature. This study aims to explain the effects and the limits of the didactical transposition of literature as an object at school. Keywords: didactics of French, interculturality, language-culture, literature, official text, didactical transposition

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El ALAOUI, Rachid. "L’IMAGINAIRE DANS LES ÉCRITS DES APPRENANTS : ENJEUX ET DÉMARCHES DIDACTIQUES EN CLASSE DE FRANÇAIS." FRANCISOLA 2, no. 2 (December 31, 2017): 215. http://dx.doi.org/10.17509/francisola.v2i2.9413.

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RÉSUMÉ. Cet article s’inscrit dans la lignée des travaux de recherche contemporains en didactique de l’écrit, dont ceux consacrés notamment à la question du sujet lecteur-scripteur. L’objectif est de poser les jalons à la fois théoriques et méthodologiques d’un dispositif qui peut remédier aux difficultés motivationnelles des apprenants en classe de français langue étrangère, en considérant amplement l’apport de l’imaginaire dans leurs propres écrits. L’article s’accotera alors sur l’analyse d’un corpus d’écrit élaboré par des apprenants, suivi par ricochet d’une démarche de réécriture visant à proposer une interprétation des stratégies d’investissement par le sujet-apprenant. Les résultats ont montré que l’on a réussi alors à intégrer totalement le plan de l’imagination et de la créativité au sein des écrits rédigés par les apprenants, mais on a constaté aussi une appréciation de presque 40% pour ce qui est de l’aspect formel et structurel propre à la langue française. Mots-clés : didactique de l’écrit, écriture d’invention, sujet lecteur-scripteur, réécriture, transposition didactique ABSTRACT. This article is a part of contemporary researches in didactics of writing, especially those who are based on the question of reader-writer subject. The study aims to overcome, theoretically and methodologically speaking, students’ motivation difficulties in French class as a foreign language, by taking into didactic account the part of imagination in writing, beside its strictly linguistic or technical dimensions. This study investigates the corpus of students’ writing productions, also it will examine the effects of a rewriting phase on investment strategies of subjects in their writings. The study shows that we have integrated the plan of imagination and creativity into the writings prepared by the learners, but also we have recorded an improvement of nearly 40% in terms of formal and structural aspect of the French language. Keywords : didactics of writing, invention writing, reader-writer subject, rewriting, didactical transposition

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Bosch, Marianna, Thomas Hausberger, Reinhard Hochmuth, Margarita Kondratieva, and Carl Winsløw. "External Didactic Transposition in Undergraduate Mathematics." International Journal of Research in Undergraduate Mathematics Education 7, no. 1 (January 28, 2021): 140–62. http://dx.doi.org/10.1007/s40753-020-00132-7.

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Hazzan, Orit, Yael Dubinsky, and Orni Meerbaum-Salant. "Didactic transposition in computer science education." ACM Inroads 1, no. 4 (December 2010): 33–37. http://dx.doi.org/10.1145/1869746.1869759.

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Bosch, Marianna, and Carl Winsløw. "The external didactic transposition of mathematics at the university level: dilemmas and challengesLa transposition didactique externe des mathématiques au niveau universitaire: dilemmes et défis." Educação Matemática Pesquisa : Revista do Programa de Estudos Pós-Graduados em Educação Matemática 22, no. 4 (September 15, 2020): 373–86. http://dx.doi.org/10.23925/1983-3156.2020v22i4p373-386.

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RésuméNous développons l’idée que la recherche en didactique des mathématiques au niveau universitaire devrait étudier d’une manière plus systématique la transposition didactique externe. Après avoir présenté sommairement la recherche qui semble aller dans cette direction, nous commentons pourquoi et comment cette ligne pourrait se poursuivre dans la recherche en TAD sur l’enseignement universitaire.Mots -clés : Théorie anthropologique de la didactique, Transposition didactique externe, Mathématiques au niveau universitaire.AbstractWe develop the idea that research on university mathematics education needs to more systematically address the external didactic transposition. After outlining existing research that goes more or less in this direction, we comment on the why and how this direction could be pursued by ATD research on UME.Keywords: Anthropological theory of the didactic, External didactic transposition, Mathematics at the university level.

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Schneuwly, Bernard, and Helmut Johannes Vollmer. "Bildung and subject didactics: exploring a classical concept for building new insights." European Educational Research Journal 17, no. 1 (June 14, 2017): 37–50. http://dx.doi.org/10.1177/1474904117696096.

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In the beginning of the 19th century, Humboldt defined Bildung as both process and product of the developing person. In this contribution we discuss how this classical concept may be used for defining subject didactics. We use two complementary approaches to answer it: a historical analysis, and the construction of a theoretical model. 1) Presenting results of a historical research on the process of didactic transposition of grammar in the 19th century, we show that Bildung seems to function as one driving force among others. 2) In reflecting on the respective signification of “learning” on the one hand and “Bildung” on the other hand, it is possible to define three levels of outcomes which (school) subjects have on persons who learn, Bildung being a not necessarily intended, but potential one. Both approaches show that Bildung is indeed a concept that can be used for doing research in subject didactics and for conceiving them as a whole, with a common core and with many differences between individual subject didactics at the same time.

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Carneiro, André Tarcisio, and Suzana Pereira do Prado. "TRANSPOSIÇÃO DIDÁTICA: UM OLHAR PARA O ENSINO DA FÍSICA." Professare 11, no. 3 (December 30, 2022): e3065-e3065. http://dx.doi.org/10.33362/professare.v11i3.3065.

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Este texto discute por meio de uma pesquisa bibliográfica alguns enfoques da Teoria da Transposição Didática (TD), em especial a transposição didática interna e a sobrevivência dos saberes no âmbito do ensino da Física. Buscou-se reconhecer a importância de refletir sobre o processo de construção do saber a ensinar, bem como as adaptações e aproximações estabelecidas pela noosfera. Para tanto, trouxemos uma definição de Transposição Didática em Chevallard e sua abordagem na Física através de Brockington e Pietrocola. Concluímos que é possível a aplicabilidade da TD em contextos para além da Matemática, porém, ainda existem alguns obstáculos referentes ao tempo didático e por vezes em torno da própria noosfera, o que pode impactar no processo de aprendizagem. Palavras-chave: Transposição Didática. Física. Ensino. Aprendizagem. ABSTRACT This text discusses, through a bibliographical research, some approaches of the Didactic Transposition Theory (DT), in particular the internal didactic transposition and the survival of knowledge within the scope of Physics teaching. We sought to recognize the importance of reflecting on the process of building knowledge to teach, as well as the adaptations and approximations established by the noosphere. For that, we brought a definition of Didactic Transposition in Chevallard and its approach in Physics through Brockington and Pietrocola. We conclude that the applicability of DT in contexts beyond the Mathematics, however, there are still some obstacles related to didactic time and sometimes around the noosphere itself, which can impact the learning process. Keywords: Didactic Transposition. Physical. Teaching. Learning.

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Rudi, Rudi, Didi Suryadi, and Rizky Rosjanuardi. "Didactical Transposition within Reflective Practice of an Indonesian Mathematics Teacher Community: A Case in Proving the Pythagorean Theorem Topic." Southeast Asian Mathematics Education Journal 12, no. 1 (March 1, 2022): 65–80. http://dx.doi.org/10.46517/seamej.v12i1.132.

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Didactical transposition plays a pivotal role in implementing reflective practice of a mathematics teacher community. Didactical transposition is a systematic approach to examine and enhance learning materials. Didactical transposition within reflective practice is conducted collaboratively between teacher trainers and teacher participants to produce an effective didactical design in encountering student learning obstacles. Thus, the objective of this study is to portray didactical transposition process accomplished by teacher trainers and teacher participants in the implementation of teacher reflective practice in the community. This study employed a methodological framework known didactical design research. Didactical design research in accordance with a reflective framework consists of four phases which are preparation, design/reflective planning for action, design/reflective implementation in action, and design/reflective evaluation and reflection after action. Research participants encompassed a teacher trainer, thirteen teachers, and thirty students. Data collection procedures were completed by employing observation and documentation. This study resulted in a didactical design which was obtained through a didactical transposition process performed by teacher and teacher trainer participants. The study discovered that didactical design developed collaboratively through didactical transposition within reflective practice in community was proven effective in overcoming the obstacles of student learning due to learning materials. Research findings are expected to be a model of professional learning for mathematics teachers in the community.

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Adolfo de Mello, Luiz. "The Unification of Didactic Transposition Theory with the Didactic Situation Theory of Brousseau." Teacher Education and Curriculum Studies 4, no. 4 (2019): 65. http://dx.doi.org/10.11648/j.tecs.20190404.12.

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Cho Sung-Wook. "Didactic Transposition according to Type in Geography Knowledge." Journal of The Korean Association of Geographic and Environmental Education 17, no. 3 (December 2009): 211–24. http://dx.doi.org/10.17279/jkagee.2009.17.3.211.

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Šćepanović, Rada. "Didactic transposition arithmetic content in textbooks of mathematics." Metodicka praksa 18, no. 2 (2018): 31–44. http://dx.doi.org/10.5937/metpra1801031q.

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Didactic transposition of the arithmetic content in the starting teaching mathematics is only possible if you keep in mind the student of a particular age, to whom the content of the natural numbers is intended, his level of logical thinking, previous knowledge and experience. Undoubtedly, these demands need to be met in home math textbook as well ,i.e., to allow the adoption of relevant knowledge of arithmetic and to participate in the development of thinking and other cognitive abilities of students. Therefore, this paper first describes significant psychological basis, and then the specific details in the transposition of the initial mathematical content. In the end, for the purpose of completing and more impartial studies of selected problems of research, the arithmetic facilities have been analyzed in the textbooks of mathematics from first to third grades of elementary school education system of Montenegro, which was carried out in 2014. Didactic actions of the adoption of natural numbers in the textbooks are viewed through a global research access to research textbook, which aim is to establish the contents of textbooks and methodical psychological characteristics. The results that we got shows that the arithmetic support facilities are exposed by logical order but there are irregularities in textbooks at present : scientific, methodological ,art-graphic and language - stylish approach. The dominant form of activation of the students is memorizing The teaching facilities of the natural numbers are not connected with other subjects and examples of real environments. The findings indicate that the listed disadvantages can be overcome: by improving the quality of the content of the existing textbooks - structuring teaching units; by implementing new content into an existing curriculum home math; new approaches of teachers in the use of textbooks.

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M., Ben mesaoud,, Belfazga M., Radid M., Dakkach M., Janati-Idrissi R., and Madrane M. "L’atome Dans Le Manuel Scolaire De L’enseignement Secondaire Au Maroc." European Scientific Journal, ESJ 14, no. 28 (October 31, 2018): 154. http://dx.doi.org/10.19044/esj.2018.v14n28p154.

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Textbooks play a significant role in the teaching-learning process as a result of didactic transposition, and as a vehicle employed for institutional learning. This descriptive study is devoted to conducting a thematic didactic analysis of textbooks of physics and chemistry of the common core of science and technology of secondary education in Morocco on the subject of atom. This paper focuses on contributing to the treatment of one of the problems that deals with the didactic transposition of the scientific concepts related to the "atom", in order to detect the different problems that can hinder their teachinglearning process. At the methodological level, we used a specific prior grid applied to the same theme. This allowed us to draw a hypothesis on the possible effect of the didactic presentation of concepts related to the atom in understanding the students. It also aim to propose recommendations to remedy the imbalances observed; such as: the dissymmetry between textual and figurative aspects, the absence of analogy, the problem of modeling, and the upgrading between objectives, contents, and proposed activities, etc.

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Park, Minsin. "A Study on Didactic Transposition of Korean Passive Expressions." Language and Culture 15, no. 1 (February 28, 2019): 119–43. http://dx.doi.org/10.18842/klaces.2019.15.1.5.

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Puspita, E., Turmudi, and R. Rosjanuardi. "Transposition of a sphere’s volume based on didactic phenomena." Journal of Physics: Conference Series 1806, no. 1 (March 1, 2021): 012057. http://dx.doi.org/10.1088/1742-6596/1806/1/012057.

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Topphol, Vegard. "The didactic transposition of the fundamental theorem of calculus." Journal of Research in Mathematics Education 12, no. 2 (June 24, 2023): 144–72. http://dx.doi.org/10.17583/redimat.11982.

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Using the tools of praxeological analysis and didactical transposition analysis, the treatments of the Fundamental Theorem of Calculus in one Norwegian, Grade 13 textbook is analysed, with a particular focus on the development of the logos block of the FTC. The terms structure, functioning and utility, first introduced by Chevallard in 2022, is further to describe different dimensions of the mathematical object at stake. Through the analysis, a lack in the logos relating to the concept of integrability is identified in the textbook, and consequences of this is explored in relation to a set of tasks found in the book.

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Putra, Zetra Hainul. "Didactic Transposition of Rational Numbers: a Case From a Textbook Analysis and Prospective Elementary Teachers’ Mathematical and Didactic Knowledge." Revija za elementarno izobraževanje 13, no. 4 (2020): 365–94. http://dx.doi.org/10.18690/rei.13.4.365-394.2020.

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This study aims to present a detailed analysis of didactic transposition of rational numbers from knowledge to be taught into taught knowledge occurring in a teacher education institution. The knowledge to be taught of rational numbers is analysed from the mathematics textbook used by prospective elementary teachers in a mathematics education course. The analysis focuses on mathematical praxeology, especially the type of task and technique. Then, the taught knowledge is investigated from 32 prospective elementary teachers’ collaborative work on two hypothetical teacher tasks (HTT) related to operations with rational numbers.

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Kariotogloy, P., D. Psillos, and O. Vallassiades. "Understanding pressure: didactical transpositions and pupils' conceptions." Physics Education 25, no. 2 (March 1, 1990): 92–96. http://dx.doi.org/10.1088/0031-9120/25/2/003.

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El aydi M’hamed, Sbaa Mohammed, Radi Bouchaib, and Naceur Achtaich. "La Découverte De La Fonction Logarithme En Utilisant Les Suites Et Le Logiciel Geogebra." European Scientific Journal, ESJ 13, no. 36 (December 31, 2017): 148. http://dx.doi.org/10.19044/esj.2017.v13n36p148.

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Mathematics Logarithmic functions are an important part of the school curriculum. Also, they are important tools for solving problems in mathematics, physics, chemistry, biology, economics etc. The teaching of these functions is done in different ways in school curricula. This article focuses on the discovery of logarithmic functions using alternative methods for efficient didactic transposition. Our work focuses on: A bit of history concerning the invention of the logarithm function; Demonstration of the existence of a function which transforms the product in sum; Discover the logarithm function using the GeoGebra software; Explore the parameters of the function f (x) = a logb (x + h) + k using the GeoGebra software; Application of the GeoGebra software to solve problems containing the logarithm function. We concluded this work by clarifying the usefulness of the Geogebra tutorial in the didactic transposition for the teaching of logarithmic functions for the pupil as well as for the teacher. Also, this study assesses students' motivation in learning mathematical concepts. In addition, we propose didactic perspectives of the use of Geogebra in improving the teaching of mathematics.

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Hausberger, Thomas. "The (Homo)morphism Concept: Didactic Transposition, Meta-Discourse and Thematisation." International Journal of Research in Undergraduate Mathematics Education 3, no. 3 (March 23, 2017): 417–43. http://dx.doi.org/10.1007/s40753-017-0052-7.

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PEREIRA, Luciana B. C., and Guatacara SANTOS JUNIOR. "Mathematics and agricultural sciences: contributions of a contextualized teaching in the light of didactic transposition." Espacios 43, no. 10 (October 15, 2022): 44–57. http://dx.doi.org/10.48082/espacios-a22v43n10p04.

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This article presents the main results of doctoral research in Science and Technology Teaching that aimed to analyze the contributions that a didactic material of Mathematics, elaborated in the light of didactic transposition and contextualized with themes of Agricultural Sciences, could bring to the teaching in this area. The results reveal that the use of examples and exercises contextualized to their areas of training promoted, motivation, facilitation, increase, and stimulus of learning.

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Bessot, Annie, Marianna Bosch, and Jean-Luc Dorier. "An online course to teach ATD research praxeologies: The ICMI Awardees Multimedia Online ResourcesUn cours en ligne pour enseigner les praxéologies de recherche ATD: les ressources multimédias en ligne des lauréats de l'ICMI." Educação Matemática Pesquisa : Revista do Programa de Estudos Pós-Graduados em Educação Matemática 22, no. 4 (September 15, 2020): 301–8. http://dx.doi.org/10.23925/1983-3156.2020v22i4p301-308.

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RésuméNous présentons quelques éléments d'un projet de ressource en ligne multimédia adressée à des chercheurs internationaux qui veulent s’initier à la TAD. Le projet a été lancé par le comité exécutif de la International Commission on Mathematical Instruction (ICMI) pour produire un projet pour chaque médailliste Felix Klein et Hans Freudenthal.Mots-clés: Théorie anthropologique du didactique, ICMI, Transposition didactique, Praxéologie, Parcours d'étude et de recherche, Enseignement par l'investigation.AbstractWe present some of the main elements of a project of Multimedia Online Resource addressed to international researchers willing to be initiated in the ATD. The project was launched by the executive committee of the International Commission on Mathematical Instruction (ICMI) to produce some material related to each Felix Klein and Hans Freudenthal medals awardees.Keywords: Anthropological theory of the didactic, ICMI, didactic transposition, Praxeology, Study and research paths, Enquiry-based teaching.

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CAVADAS, BENTO. "FROM THE CONTRACTING EARTH TO CONTINENTAL DRIFT: WEGENER'S INFLUENCE ON PORTUGUESE AND SPANISH SCIENCE TEXTBOOKS THROUGH THE TWENTIETH CENTURY." Earth Sciences History 38, no. 1 (April 1, 2019): 74–93. http://dx.doi.org/10.17704/1944-6178-38.1.74.

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ABSTRACT Alfred Wegener's work on continental drift profoundly influenced the development of geology during the twentieth century. The main objective of this historical research is to explore how Wegener's hypothesis about the origin of continents and oceans influenced Portuguese and Spanish science textbooks published in the twentieth century. For this purpose, a qualitative method based on the Chevallard's concept of didactic transposition was used. The didactic transposition of the fundamentals of continental drift, including displacements forces and geographical, geophysical, geological, paleontological, biological, and paleoclimatic arguments used by Wegener to support this hypothesis, was studied in a comprehensive sample of twenty science textbooks published after the publication of Die Entstehung der Kontinente und Ozeane (Wegener 1915). The analysis of textbooks shows that the didactic transposition of continental drift was commonly present in Portuguese and Spanish textbooks beginning in the 1930s, although, with different degrees of development. Science textbooks since the 1950s presented the displacement forces of sial continental blocks proposed by Wegener, namely the centrifugal force of Earth's rotation and the attractive gravitational force that results from the interaction of the earth with the moon and sun. The geographical, geological, paleontological and biological arguments supporting continental drift were commonly addressed in many science textbooks, followed by the paleoclimatic arguments. The geophysical arguments were briefly addressed in only two textbooks. Many Portuguese and Spanish textbooks also presented critiques of Wegener's work, mainly focused on the lack of explanation for the origin and nature of forces that could move continents at the Earth's surface.

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Gonçalves, Otávio Marcone, Natália Cristine Ferreira Zagato, Ronnei Afonso Leite De Oliveira, Carlos Roberto Nardi Da Silva, Denise Rocco De Sena, Juliano Souza Ribeiro, and Lais Jubini Callegario. "Investigative Teaching Sequence (SEI): a proposal of didactic transposition for the teaching of chemical bonds." CONTRIBUCIONES A LAS CIENCIAS SOCIALES 17, no. 2 (February 15, 2024): e5159. http://dx.doi.org/10.55905/revconv.17n.2-120.

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The present study aimed to identify the main difficulties of the teachers of the Chemistry discipline of Metropolitan Region of Vitória and Mountain Region of the State of Espírito Santo, when teaching the content of Chemical Bonds for the first grade of the New High School. A questionnaire was produced with the main difficulties of didactic transposition and sent to 30 professors from the mentioned regions. With the data obtained, a didactic sequence was proposed, using the Investigative Teaching Sequence methodology.

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Da Silva, Luciano Pontes, and Laerte Silva Da Fonseca. "ANTHROPOLOGICAL THEORY OF DIDACTICS AND DIDACTIC TRANSPOSITION: ANALYSING THE OBJECT-SUBJECT-INSTITUTIONS RELATIONS INTO OF THE THOUGHTS COLLECTIVES AND STYLES UNDER THE FLECKIAN REFLECTIVE." Revista Ciências & Ideias ISSN: 2176-1477 13, no. 4 (September 26, 2022): 67–79. http://dx.doi.org/10.22407/2176-1477/2022.v13i4.2004.

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Este presente trabalho comenta uma análise sobre as Transposições Didáticas (TD) e Teoria Antropológica da Didática (ATD), de Yves Chevallard, na perspectiva da epistemologia de Fleck. Em primeiro lugar, é mostrado sobre Fleck e sua história, obras e conceitos dentro de sua epistemologia como um coletivo de pensamento e estilo de pensamento. Depois, discutiremos o que são a ATD e a DT, além de falar sobre Chevallard e seu trabalho. Na terceira parte, será feita a análise das duas teorias sob reflexão fleckiana, a qual é o principal objetivo deste artigo. Por fim, será discutida a pesquisa no campo empírico, aonde serão discutidas dados quantitativos sobre artigos publicados no BDTD - CAPES sobre a tônica dos círculos de pensamento, usando essas mesmas como referência de pesquisa no referido banco, e do estilo de pensamento. Nos resultados percebeu-se que o coletivo de pensamento mudou, dado que o estilo de pensamento também mudou. PALAVRAS-CHAVE: Coletivos de Pensamento; Estilos de Pensamento; Didática; Ensino; Epistemologia

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Katalenić, Ana, Aleksandra Čižmešija, and Željka Milin Šipuš. "Asymptote in prospective mathematics teachers’ graphing praxeologiesAsymptote dans les praxéologies graphiques des futurs professeurs de mathématiques." Educação Matemática Pesquisa : Revista do Programa de Estudos Pós-Graduados em Educação Matemática 22, no. 4 (September 15, 2020): 817–26. http://dx.doi.org/10.23925/1983-3156.2020v22i4p817-826.

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AbstractGraphical representation is one of the fundamental and widely spread representations. We performed a comprehensive research of the didactic transposition of asymptote and asymptotic behaviour in the upper secondary education in Croatia, within the framework of the anthropological theory of the didactics. Our study included textbook analysis, questionnaires with university students and interviews with two mathematicians. In this poster, we present a part of our research with an emphasis on university students’ graphing praxeologies. Results showed that students’ graphing praxeologies differ from scholarly praxeologies. Further, students grounded their praxeologies mostly on their high-school graphing knowledge, even after being exposed to advanced mathematics that could foster their autonomous thinking.Keywords: Prospective mathematics teachers, Function graph, Asymptotes and asymptotic behaviour.RésuméLa représentation graphique est l'une des représentations fondamentales et largement répandues. Nous avons effectué une recherche approfondie de la transposition didactique de l'asymptote et du comportement asymptotique dans l'enseignement secondaire supérieur en Croatie, dans le cadre de la théorie anthropologique du didactique. Notre étude comprenait une analyse de livres scolaires, des questionnaires avec des étudiants de l’universités et un entretien avec deux mathématiciens. Dans cette affiche, nous présenterons une partie de notre recherche en mettant l'accent sur les praxéologies graphiques des étudiants de l’université. Les résultats montrent que les praxéologies graphiques des élèves diffèrent des praxéologies académiques. En outre, les élèves ont fondé leurs praxéologies principalement sur leur connaissance graphique de lycée, même après avoir été exposés à des mathématiques avancées qui pourraient favoriser leur réflexion autonome.Mots-clés: Futurs professeurs de mathématiques, Graphe fonctionnel, Asymptotes et comportement asymptotique.

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Katalenić, Ana, Aleksandra Čižmešija, and Željka Milin Šipuš. "Asymptote in prospective mathematics teachers’ graphing praxeologiesAsymptote dans les praxéologies graphiques des futurs professeurs de mathématiques." Educação Matemática Pesquisa : Revista do Programa de Estudos Pós-Graduados em Educação Matemática 22, no. 4 (September 15, 2020): 817–26. http://dx.doi.org/10.23925/1983-3156.2020v22i4p817-826.

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AbstractGraphical representation is one of the fundamental and widely spread representations. We performed a comprehensive research of the didactic transposition of asymptote and asymptotic behaviour in the upper secondary education in Croatia, within the framework of the anthropological theory of the didactics. Our study included textbook analysis, questionnaires with university students and interviews with two mathematicians. In this poster, we present a part of our research with an emphasis on university students’ graphing praxeologies. Results showed that students’ graphing praxeologies differ from scholarly praxeologies. Further, students grounded their praxeologies mostly on their high-school graphing knowledge, even after being exposed to advanced mathematics that could foster their autonomous thinking.Keywords: Prospective mathematics teachers, Function graph, Asymptotes and asymptotic behaviour.RésuméLa représentation graphique est l'une des représentations fondamentales et largement répandues. Nous avons effectué une recherche approfondie de la transposition didactique de l'asymptote et du comportement asymptotique dans l'enseignement secondaire supérieur en Croatie, dans le cadre de la théorie anthropologique du didactique. Notre étude comprenait une analyse de livres scolaires, des questionnaires avec des étudiants de l’universités et un entretien avec deux mathématiciens. Dans cette affiche, nous présenterons une partie de notre recherche en mettant l'accent sur les praxéologies graphiques des étudiants de l’université. Les résultats montrent que les praxéologies graphiques des élèves diffèrent des praxéologies académiques. En outre, les élèves ont fondé leurs praxéologies principalement sur leur connaissance graphique de lycée, même après avoir été exposés à des mathématiques avancées qui pourraient favoriser leur réflexion autonome.Mots-clés: Futurs professeurs de mathématiques, Graphe fonctionnel, Asymptotes et comportement asymptotique.

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Pocalana, Gabriella, Ornella Robutti, and Elena Ciartano. "Resources and Praxeologies Involved in Teachers’ Design of an Interdisciplinary STEAM Activity." Education Sciences 14, no. 3 (March 20, 2024): 333. http://dx.doi.org/10.3390/educsci14030333.

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This study aimed to examine the collaborative design of an interdisciplinary STEAM activity conducted by lower-secondary school teachers of different disciplines. We adopted an approach based on a case study involving four teachers (art, music, technology, and mathematics/science teachers) designing an activity focused on the concept of symmetry. We gathered data through oral, semi-structured interviews with the teachers and through schematic representations of resource systems provided by the teachers themselves. Data analysis aimed to identify the different kinds of resources the teachers relied on, their utilization schemes, and the overarching meta-didactical praxeology adopted by the teachers for their collaborative design work. The theoretical model adopted for data analysis was a combination of the Documentational Approach to Didactics and the Meta-Didactical Transposition frameworks, originally introduced to study the work of researchers in the context of teacher professional development. An application of this model to the collaborative design work of teachers can provide a fresh insight into the relationship between teachers’ documentation work for the design of a STEAM activity, the practices that they adopt to address this shared task (praxis), and the shared justifying discourses (logos) for their praxis.

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Ibarra, J., and María José Gil Quílez. "Teaching ecological changes in secondary education: A challenge in didactic transposition." Enseñanza de las Ciencias. Revista de investigación y experiencias didácticas 23, no. 3 (January 13, 2005): 345. http://dx.doi.org/10.5565/rev/ensciencias.3827.

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Bulut Atalar, Fatma, and Mustafa Ergun. "Evaluation of the Knowledge of Science Teachers with Didactic Transposition Theory." Universal Journal of Educational Research 6, no. 1 (January 2018): 201–10. http://dx.doi.org/10.13189/ujer.2018.060130.

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Sulastri, Rini. "Studi didactic transposition: Eksplorasi knowledge to be taught pada limit fungsi." Journal of Didactic Mathematics 4, no. 2 (August 15, 2023): 106–17. http://dx.doi.org/10.34007/jdm.v4i2.1903.

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The purpose of this research is to describe the analysis of knowledge to be taught on limit of function. This research is part of the didactic transposition research on the concept of limit of function which consists of four stages. Qualitative research with descriptive method is used in this study. The target is a differential calculus course taught in the first semester at a university in Aceh. Data collection techniques consist of documentation studies and unstructured interviews. Analysis of calculus text book documents, especially on limit functions, was carried out using a praxeology approach. The results of the analysis show that the description of the differential calculus course contains material on the real number system, functions and graphs, limits of functions, continuity of functions, derivatives of functions, and applications of derivatives. This is different from the presentation of material in RPS which is compiled by a team of lecturers supporting differential calculus courses. For presentation of material in calculus textbooks, the concept of the limit of a function begins with an intuitive or informal introduction to the concept. Several cases are given to deepen the concept of limits through graphs, analytics, and numbers.

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Berrendonner, Alain. "Histoire d’une transposition didactique: les «Types de phrase»." Travaux neuchâtelois de linguistique, no. 31 (December 1, 1999): 37–54. http://dx.doi.org/10.26034/tranel.1999.2666.

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The notion of «sentence type» was borrowed from the linguistic research and brought into school grammar in the 1970’s. The article relates the history of this didactic transposition that is taken as a typical example of processes by which school grammar gains its contents and its terminology.

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Mendes, Herman Do Lago. "Os Números Binários: do Saber Escolar ao Saber Científico." Jornal Internacional de Estudos em Educação Matemática 10, no. 1 (September 13, 2017): 41. http://dx.doi.org/10.17921/2176-5634.2017v10n1p41-49.

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Investiga o lócus dos Números Binários, enquanto saber ensinado, saber a ser ensinado e saber científico. Para tal, recorre-se à Teoria da Transposição Didática e a Teoria Antropológica do Didático, ambas de Yves Chevallard. Para delimitar a pesquisa, inicia-se a investigação por meio de análise praxeológica (matemática e didática) de 4 coleções de livros didáticos de matemática dos anos finais do Ensino Fundamental avaliados pelo Programa Nacional do Livro Didático; realiza-se, posteriormente, a análise praxeológica de diretrizes curriculares nacionais e estadual. Por fim, estuda-se o lócus dos Números Binários na academia Matemática. Como principais resultados destacam-se: os números binários são sugeridos nas diretrizes curriculares como conteúdo básico de aprendizagem por meio de estudo de unidades de medida da informática; São trabalhados em livros didáticos de matemática de maneira auxiliar ao estudo de potenciação ou curiosidade ou servido como leitura complementar ao docente.Palavras-chave: Números Binários. Teoria da Transposição Didática. Teoria Antropológica do Didático.AbstractIt investigates the locus of binary numbers as a taught knowledge, a knowledge that is taught and scientific knowledge. For this purpose, it uses to the Theory of Didactic Transposition and Anthropological Theory of Didactic, both of Yves Chevallard. To delimit the research, it begins the investigation by praxeological analysis (mathematics and didactic) of 4 collections of math textbooks from the final years of elementary school evaluated by the National Textbook Program; It takes place later, the praxeological analysis of national curriculum guidelines and in state the. Finally, it studies the locus of binary numbers in mathematics academy. The main results are: binary numbers are suggested in the curriculum guidelines as basic learning content through study of computing units of measurement; They are taught in textbooks of mathematics to assist study potentiation or curiosity or served as a complement to teaching reading.Keywords: Binary Numbers. Theory of Didactic Transposition,.Anthropological Theory of Didactic.

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Kim, Somin, and Jong-hak Lee. "An Analysis of Methods for Teaching Bar and Line Graphs in Elementary Mathematics Textbooks." Korean School Mathematics Society 23, no. 3 (September 30, 2020): 259–76. http://dx.doi.org/10.30807/ksms.2020.23.3.002.

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The purpose of this study was to identify how didactic transposition (teaching and learning methods) has occurred and developed in the teaching of graphs in elementary school mathematics textbooks for third and fourth graders according to the previous and current curricula. In this study, we analyzed the units on bar graphs and line graphs in mathematics textbooks for each curriculum from the fifth curriculum to the 2015 revised curriculum and investigated the implication of statistics education deriving from didactic transposition (teaching and learning methods). We found that the detailed timing of teaching bar and line graphs was almost unchanged as the curriculum progressed. In addition, the use of technology was not actively implemented in school statistics although the curriculum emphasized the use of technology in statistical education. Lastly, the textbooks did not address the variability and distribution of data and the sample or sampling process, which are significant concepts in statistics. On the basis of the findings of this study, we suggest how to teach statistical graphs and what to consider for the next mathematics textbook.

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ALVES, Francisco Régis Viera, Rosalide Carvalho de SOUSA, and Francisca Cláudia Fernandes FONTENELE. "Didactical Engeering of second generation: a proposal of the design and a teaching resource with support of the GeoGebra software in Brazil." Acta Didactica Napocensia 13, no. 2 (December 30, 2020): 142–56. http://dx.doi.org/10.24193/adn.13.2.10.

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Abstract: This article presents a partial excerpt from an ongoing master's research on the methodological theoretical aspects of problems related to the content of volumes, selected from the evaluations of the National High School Exam (ENEM). The Exam consists of a test proposed by the Brazilian federal government, which aims to assess the performance of students at the end of high school, in addition to being used as a selection criterion to enter higher education. In this way, a didactic situation is proposed in the context of ENEM structured in the Theory of Didactic Situations (TSD) and subsidized by the use of the GeoGebra software as a technological resource for the construction and resolution of the problem situation on the volume of a cylinder. The didactic session was consolidated in Didactic Training Engineering (EDF) and developed to design a didactic resource for teaching and training mathematics teachers. GeoGebra was used to carry out the didactic transposition of the problem, as it benefits the student to break the difficulties inherent in the understanding and appropriation of geometric concepts. This structure facilitates didactic mediation, in addition to giving a new meaning to the study and teaching of volumes in the context of ENEM assessments.

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김서경. "A Study on Didactical Transposition of Chodeunggugeoeojeon(1909)." 한국어문교육 ll, no. 24 (February 2018): 273–305. http://dx.doi.org/10.24008/klle.2018..24.010.

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Karaduman, Betul, Ahmet Doganay, and Sedat Ucar. "An Investigation of Concepts about “Gases” through Didactic Transposition in Higher Education." International Journal of Research in Education and Science 7, no. 1 (December 13, 2020): 27. http://dx.doi.org/10.46328/ijres.1160.

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Didactic transposition theory examines the development from scientific / academic knowledge being produced by scientists to it becoming learned knowledge constructed by learners. According to the theory, four kinds of knowledge exist: scientific knowledge, knowledge to be taught, taught knowledge and learned knowledge. In this study, learning and teaching processes and the transition between different types of knowledge were investigated in detail for the concept of “Gases” in higher education General Chemistry-I courses. The study was designed as a qualitative case study. Data were collected by lesson observations, semi-structured interviews, the Diagnostic Form and Word Association Test. The results revealed that the didactic preferences of the instructors were highly effective in influencing taught knowledge. It was additionally observed that the “knowledge to be taught” of the instructors affected “the taught knowledge,” and that the learned knowledge of the pre-service teachers was closely connected to “taught knowledge” with individual characteristics. It can be concluded that the interaction between the instructor and pre-service teacher positively affected the learned knowledge of pre-service teachers. It was also found that pre-service teachers’ pedagogical content knowledge and hidden curricula are effective for taught and learned knowledge.

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Kim, Bu-Yeon. "A Study on the Didactic transposition for the principle of inventing Hangeul." Korean Language 69 (December 30, 2021): 243–70. http://dx.doi.org/10.52636/kl.69.8.

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Kang, Jeong Gi, Sang Tae Jeong, and Eun Hwan Roh. "Didactic Transposition about Unit Usage to Help Recognize Meaning of Calculation Results." Education of Primary School Mathematics 17, no. 3 (December 31, 2014): 231–51. http://dx.doi.org/10.7468/jksmec.2014.17.3.231.

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ALVES, Francisco Regis Vieira, Aline Maria da SILVA CAMILO, Francisca Cláudia Fernandes FONTENELE, and Paula Maria Machado Cruz CATARINO. "Didactical Engineering in the Conception of a Teaching Situation Originated from Brazil´s SPAECE Assessment with the Support of the GEOGEBRA Software." Acta Didactica Napocensia 14, no. 2 (December 30, 2021): 84–98. http://dx.doi.org/10.24193/adn.14.2.7.

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"Abstract: This work presents a discussion about the Didactic Training Engineering (EDF) methodology, of French origin, emphasizing the role of the teacher, during his initial or continuous training, through the conception and structuring of a didactic situation, organized by such methodology and based on the Theory of Didactic Situations (TSD). Therefore, the objective of this work is to present a didactic situation, based on the research methodology of (EDF) and focused on the analysis of the teacher's role, through the application of the dialectical phases (action, formulation, validation and institutionalization) provided by the TSD. The mathematical problem chosen to compose such a situation, through preliminary and a priori analyzes by EDF, will be focused on Flat Geometry directed to the Permanent Evaluation System of Basic Education in Ceará (SPAECE). SPAECE (Brazil) is a large-scale assessment, held annually in the state of Ceará, Brazil, involving all elementary and high school students in public schools. In addition, the use of the GeoGebra software as a technological resource for carrying out a didactic transposition of the content covered in the proposed didactic situation stands out. For a better conduct of this teaching and learning process, it is suggested the adoption of a didactic contract between the characters involved and the consideration of possible epistemological obstacles and obstacles that may arise during this process."

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Pentucci, Maila. "Digital artefacts to change the teacher’s practices." Research on Education and Media 8, no. 1 (June 1, 2016): 69–78. http://dx.doi.org/10.1515/rem-2016-0009.

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Abstract The change imposed by the diffusion of information and communications technology concerns didactic transposition practices, especially in the context of ‘public subjects’, such as taught history, because their epistemological paradigms are also affected by the mediatization process which they are subjected to in the Web. Digital competence is essential for building a meaningful curriculum of history, which could generate relevant knowledge for the contemporary world through digital artefacts that can start the change in didactic practices. The traditional analogical supports, primarily the text books, could be overtaken by the aggregation of technological mediators. The digital mediators can make historical culture both evident and significant, and they can support the intellectual training that history asks of students.

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