Meta-didactical Transposition: a theoretical model for teacher education programmes

F. Arzarello; O. Robutti; C. Sabena; A. Cusi; R. Garuti; N. Malara; Francesca MARTIGNONE

Meta-didactical Transposition: a theoretical model for teacher education programmes

F. Arzarello
, O. Robutti
, C. Sabena
, A. Cusi
, R. Garuti
, N. Malara
, Francesca MARTIGNONE

Department of Science and Technological Innovation

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

We propose a new model in which to frame teacher education projects that takes both the research and the institutional dimensions into account. The model, which we call Meta-Didactical Transposition, is based on Chevallard‟s anthropological theory and complemented with relevant elements that focus on the specificity of researchers‟ and teachers‟ roles and it enables a description of the evolution of their praxeologies over time. The model is illustrated with examples from different Italian projects, and it is discussed in the light of the current major research studies on mathematics teacher education.

Original language	English
Title of host publication	The Mathematics Teacher in the Digital Era: An International Perspective on Technology Focused Professional Development
Publisher	SPRINGER
Pages	347-372
Number of pages	26
Volume	2
ISBN (Print)	9789400746374
Publication status	Published - 1 Jan 2014

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Access to Document

https://hdl.handle.net/11579/43844

Cite this

Arzarello, F., Robutti, O., Sabena, C., Cusi, A., Garuti, R., Malara, N., & MARTIGNONE, F. (2014). Meta-didactical Transposition: a theoretical model for teacher education programmes. In The Mathematics Teacher in the Digital Era: An International Perspective on Technology Focused Professional Development (Vol. 2, pp. 347-372). SPRINGER. https://hdl.handle.net/11579/43844

@inbook{b24143c2477e40949d01df6bb5ea7659,

title = "Meta-didactical Transposition: a theoretical model for teacher education programmes",

abstract = "We propose a new model in which to frame teacher education projects that takes both the research and the institutional dimensions into account. The model, which we call Meta-Didactical Transposition, is based on Chevallard‟s anthropological theory and complemented with relevant elements that focus on the specificity of researchers‟ and teachers‟ roles and it enables a description of the evolution of their praxeologies over time. The model is illustrated with examples from different Italian projects, and it is discussed in the light of the current major research studies on mathematics teacher education.",

author = "F. Arzarello and O. Robutti and C. Sabena and A. Cusi and R. Garuti and N. Malara and Francesca MARTIGNONE",

year = "2014",

month = jan,

day = "1",

language = "English",

isbn = "9789400746374",

volume = "2",

pages = "347--372",

booktitle = "The Mathematics Teacher in the Digital Era: An International Perspective on Technology Focused Professional Development",

publisher = "SPRINGER",

}

TY - CHAP

T1 - Meta-didactical Transposition: a theoretical model for teacher education programmes

AU - Arzarello, F.

AU - Robutti, O.

AU - Sabena, C.

AU - Cusi, A.

AU - Garuti, R.

AU - Malara, N.

AU - MARTIGNONE, Francesca

PY - 2014/1/1

Y1 - 2014/1/1

N2 - We propose a new model in which to frame teacher education projects that takes both the research and the institutional dimensions into account. The model, which we call Meta-Didactical Transposition, is based on Chevallard‟s anthropological theory and complemented with relevant elements that focus on the specificity of researchers‟ and teachers‟ roles and it enables a description of the evolution of their praxeologies over time. The model is illustrated with examples from different Italian projects, and it is discussed in the light of the current major research studies on mathematics teacher education.

AB - We propose a new model in which to frame teacher education projects that takes both the research and the institutional dimensions into account. The model, which we call Meta-Didactical Transposition, is based on Chevallard‟s anthropological theory and complemented with relevant elements that focus on the specificity of researchers‟ and teachers‟ roles and it enables a description of the evolution of their praxeologies over time. The model is illustrated with examples from different Italian projects, and it is discussed in the light of the current major research studies on mathematics teacher education.

UR - https://iris.uniupo.it/handle/11579/43844

M3 - Chapter

SN - 9789400746374

VL - 2

SP - 347

EP - 372

BT - The Mathematics Teacher in the Digital Era: An International Perspective on Technology Focused Professional Development

PB - SPRINGER

ER -

Meta-didactical Transposition: a theoretical model for teacher education programmes

Abstract

UN SDGs

Access to Document

Other files and links

Fingerprint

Cite this