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Journal of Mathematics Teacher Education

This paper describes a Lesson Study in which in-service mathematics secondary-school teachers, co... more This paper describes a Lesson Study in which in-service mathematics secondary-school teachers, collaborating with researchers, involve grade 10 students in tessellation problems. The data are collected by an experiment carried out in the context of the “Liceo Matematico” project, with three volunteer teachers. The experiment goal was to craft a collaborative design of the research lesson between teachers and researchers. The research aim of the paper is to examine the use of Lesson Study in the institutional and cultural context of Italian secondary school with the use of Cultural Transposition as a theoretical framework. The research is qualitative with idiographic aims, based on video research. The educational aim of the research is to provide a solid basis for a revamped in-service teacher education first in the context of the project, then in curricular context. Semiotic mediation is used to provide, within Lesson Study, the conceptual framework for teachers and researchers coll...

HAL (Le Centre pour la Communication Scientifique Directe), Feb 2, 2022

The aim of this study is to discuss how specific educational researchers' choices, regarding the ... more The aim of this study is to discuss how specific educational researchers' choices, regarding the design of a professional development (PD) program for in-service mathematics teachers, influence the praxeologies of both the teachers and the researchers. In particular, we aim to highlight what learning mechanisms are activated by these choices. We use the Meta-Didactical Transposition (MDT) and the Boundary Object (BO) frameworks to describe the interactions between the two communities involved in the PD program, the researchers' and the teachers' one. The choices regarding the design of the program, made by the researchers, trigger internalization processes for both communities, as a result of the learning mechanisms activated during the joint work on a BO. These internalization processes led to an evolution of the initial praxeologies of the two communities and to the creation of a new, shared praxeology.

Matematica 2003. La matematica per il cittadino. Attività didattiche e prove di verifica per un nuovo curricolo di Matematica. Ciclo secondario

Matteoni Stampatore, 2004

CERME 10, Feb 1, 2017

The study focuses on teacher collaboration within such an online learning environment, in terms o... more The study focuses on teacher collaboration within such an online learning environment, in terms of co-working and co-learning. The Italian and the French teams outline a common starting point and set of concerns for the research (the two papers have a similar Introduction for this reason). Each team then reformulated the research questions and tried to answer them through specific theoretical lenses. The Italian team used a fresh theoretical framework called MOOC-MDT. We concentrate on practices implemented by teachers who attend the MOOC, in particular on their contributions to communication boards and the consequent conception and growth of their particular community. In the conclusions, we contrast our results with those of the French experience.

Approaching functions through motion experiments

Educational Studies in Mathematics, 2004

Theorems in School from History and Epistemology to Cognitive and Educational Issues

Translating practices for reflecting on ourselves: Lesson Study

Lesson Study (LS) is a collaborative methodology for teachers’ professional development (TPD) roo... more Lesson Study (LS) is a collaborative methodology for teachers’ professional development (TPD) rooted in Japan. In LS, a group of teachers and experts collaborates to the detailed planning of a one hour lesson. The difference between LS and other methodologies is the collaborative foundation of the experience, there is no evaluation on the performance of a single member of the group. We believe that, in the Italian context, LS can be an appropriate tool to answer in an efficient way the Ministry’s demands for a “mandatory, permanent and strategic” TPD and for the “establishment of adequate networks for professional collaboration”, while maintaining the focus on teachers’ needs. Discussing, observing and reflecting on your own and others’ practices can help in re-thinking your own professionalism while relating to a community of peers. In the workshop we will work on one of the main tools in LS, the Lesson Plan, and discuss how the encounter of such a foreign tool can lead to self-reflection on one’s own practices.

Embodiment e multimodalità nell'apprendimento della matematica

Riflessioni su variabili e funzioni

Mathematics for the Citizen, m@t.abel, and MOOCs: From Paper to Online Environments for Mathematics Teachers’ Professional Development

Research in Mathematics Education, 2021

Meaning Equivalence: A Methodological Tool for Assessing Deep Understanding

INTED2016 Proceedings, 2016

Dipartimento di Matematica Università di Torino

Résumé de la présentation

Acknowledgements to reviewers 2009

Modeling body motion: An approaches to functions using measuring instruments

Framing the embodied mind approach within a multimodal paradigm

Handbook of International Research in Mathematics Education, 2014

New mathematical standards for the school from 5 through 18 years

On the cover: ICME 10 - July 2004. - Italian title: Indicazioni programmatiche per la matematica ... more On the cover: ICME 10 - July 2004. - Italian title: Indicazioni programmatiche per la matematica del nuovo curriculum per la scuola da 5 a 18 anniConsiglio Nazionale delle Ricerche - Biblioteca Centrale - P.le Aldo Moro, 7 , Rome / CNR - Consiglio Nazionale delle RichercheSIGLEITItal

15. The Transition to Formal Proof in Geometry

Theorems in school: …, 2007

FERDINANDO ARZARELLO, FEDERICA OLIVERO, DOMINGO PAOLA AND ORNELLA ROBUTTI 15. THE TRANSITION TO F... more FERDINANDO ARZARELLO, FEDERICA OLIVERO, DOMINGO PAOLA AND ORNELLA ROBUTTI 15. THE TRANSITION TO FORMAL PROOF IN GEOMETRY INTRODUCTION The document of the Catania ICME Congress on the teaching of geometry (edited by Mammana and ...

Approaching Functions Through Motions Experiments

Educational Studies in Mathematics, 2004

Journal of Mathematics Teacher Education

This paper describes a Lesson Study in which in-service mathematics secondary-school teachers, co... more This paper describes a Lesson Study in which in-service mathematics secondary-school teachers, collaborating with researchers, involve grade 10 students in tessellation problems. The data are collected by an experiment carried out in the context of the “Liceo Matematico” project, with three volunteer teachers. The experiment goal was to craft a collaborative design of the research lesson between teachers and researchers. The research aim of the paper is to examine the use of Lesson Study in the institutional and cultural context of Italian secondary school with the use of Cultural Transposition as a theoretical framework. The research is qualitative with idiographic aims, based on video research. The educational aim of the research is to provide a solid basis for a revamped in-service teacher education first in the context of the project, then in curricular context. Semiotic mediation is used to provide, within Lesson Study, the conceptual framework for teachers and researchers coll...

HAL (Le Centre pour la Communication Scientifique Directe), Feb 2, 2022

The aim of this study is to discuss how specific educational researchers' choices, regarding the ... more The aim of this study is to discuss how specific educational researchers' choices, regarding the design of a professional development (PD) program for in-service mathematics teachers, influence the praxeologies of both the teachers and the researchers. In particular, we aim to highlight what learning mechanisms are activated by these choices. We use the Meta-Didactical Transposition (MDT) and the Boundary Object (BO) frameworks to describe the interactions between the two communities involved in the PD program, the researchers' and the teachers' one. The choices regarding the design of the program, made by the researchers, trigger internalization processes for both communities, as a result of the learning mechanisms activated during the joint work on a BO. These internalization processes led to an evolution of the initial praxeologies of the two communities and to the creation of a new, shared praxeology.

Matematica 2003. La matematica per il cittadino. Attività didattiche e prove di verifica per un nuovo curricolo di Matematica. Ciclo secondario

Matteoni Stampatore, 2004

CERME 10, Feb 1, 2017

The study focuses on teacher collaboration within such an online learning environment, in terms o... more The study focuses on teacher collaboration within such an online learning environment, in terms of co-working and co-learning. The Italian and the French teams outline a common starting point and set of concerns for the research (the two papers have a similar Introduction for this reason). Each team then reformulated the research questions and tried to answer them through specific theoretical lenses. The Italian team used a fresh theoretical framework called MOOC-MDT. We concentrate on practices implemented by teachers who attend the MOOC, in particular on their contributions to communication boards and the consequent conception and growth of their particular community. In the conclusions, we contrast our results with those of the French experience.

Approaching functions through motion experiments

Educational Studies in Mathematics, 2004

Theorems in School from History and Epistemology to Cognitive and Educational Issues

Translating practices for reflecting on ourselves: Lesson Study

Lesson Study (LS) is a collaborative methodology for teachers’ professional development (TPD) roo... more Lesson Study (LS) is a collaborative methodology for teachers’ professional development (TPD) rooted in Japan. In LS, a group of teachers and experts collaborates to the detailed planning of a one hour lesson. The difference between LS and other methodologies is the collaborative foundation of the experience, there is no evaluation on the performance of a single member of the group. We believe that, in the Italian context, LS can be an appropriate tool to answer in an efficient way the Ministry’s demands for a “mandatory, permanent and strategic” TPD and for the “establishment of adequate networks for professional collaboration”, while maintaining the focus on teachers’ needs. Discussing, observing and reflecting on your own and others’ practices can help in re-thinking your own professionalism while relating to a community of peers. In the workshop we will work on one of the main tools in LS, the Lesson Plan, and discuss how the encounter of such a foreign tool can lead to self-reflection on one’s own practices.

Embodiment e multimodalità nell'apprendimento della matematica

Riflessioni su variabili e funzioni

Mathematics for the Citizen, m@t.abel, and MOOCs: From Paper to Online Environments for Mathematics Teachers’ Professional Development

Research in Mathematics Education, 2021

Meaning Equivalence: A Methodological Tool for Assessing Deep Understanding

INTED2016 Proceedings, 2016

Dipartimento di Matematica Università di Torino

Résumé de la présentation

Acknowledgements to reviewers 2009

Modeling body motion: An approaches to functions using measuring instruments

Framing the embodied mind approach within a multimodal paradigm

Handbook of International Research in Mathematics Education, 2014

New mathematical standards for the school from 5 through 18 years

On the cover: ICME 10 - July 2004. - Italian title: Indicazioni programmatiche per la matematica ... more On the cover: ICME 10 - July 2004. - Italian title: Indicazioni programmatiche per la matematica del nuovo curriculum per la scuola da 5 a 18 anniConsiglio Nazionale delle Ricerche - Biblioteca Centrale - P.le Aldo Moro, 7 , Rome / CNR - Consiglio Nazionale delle RichercheSIGLEITItal

15. The Transition to Formal Proof in Geometry

Theorems in school: …, 2007

FERDINANDO ARZARELLO, FEDERICA OLIVERO, DOMINGO PAOLA AND ORNELLA ROBUTTI 15. THE TRANSITION TO F... more FERDINANDO ARZARELLO, FEDERICA OLIVERO, DOMINGO PAOLA AND ORNELLA ROBUTTI 15. THE TRANSITION TO FORMAL PROOF IN GEOMETRY INTRODUCTION The document of the Catania ICME Congress on the teaching of geometry (edited by Mammana and ...

Approaching Functions Through Motions Experiments

Educational Studies in Mathematics, 2004