A New View about Connections: The Mathematical Connections Established by a Teacher When Teaching The Derivative

Autor/inn/en	Rodríguez-Nieto, Camilo Andrés; Rodríguez-Vásquez, Flor Monserrat; Moll, Vicenç Font
Titel	A New View about Connections: The Mathematical Connections Established by a Teacher When Teaching The Derivative
Quelle	In: International Journal of Mathematical Education in Science and Technology, 53 (2022) 6, S.1231-1256 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rodríguez-Nieto, Camilo Andrés) ORCID (Rodríguez-Vásquez, Flor Monserrat) ORCID (Moll, Vicenç Font)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2020.1799254
Schlagwörter	Mathematics Instruction; Teaching Methods; Reflection; Mathematical Models; Mathematical Concepts; Calculus; Foreign Countries; Mathematics Teachers; Doctoral Students; Discourse Analysis; Figurative Language; Ambiguity (Semantics); Teacher Student Relationship; Classroom Communication; Mexico + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematical model; Mathematisches Modell; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Ausland; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Diskursanalyse; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassengespräch; Mexiko
Abstract	The goal of this research is to make a theoretical reflection about connections that contributes to the development of the model for mathematical connections originally proposed by Businskas, and extended with the contributions of other researchers. This model is used in the most relevant investigations in this field. As a consequence of the reflection, the introduction of a new type of connection is proposed. The context for the reflection was the transcription of several episodes of a lesson on derivative. We first analysed the connections given in this transcription grounded in a qualitative methodology based on a-priori categories given by the theoretical model. We then selected some paragraphs where the model proved to be ambiguous, and finally, argued the need to clarify or extend the categories in the model to deepen the study of the connections in the transcription. In particular, we propose metaphorical connections as a new type of connection. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01