Complementary dimensions of the Theory of Didactic Situations in Mathematics and the Theory of Social Interactionism: Synthesizing the Topaze effect and the funnel pattern

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Journal of Mathematical Behavior Pub Date : 2024-11-21 DOI:10.1016/j.jmathb.2024.101194

Heidi Strømskag

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引用次数: 0

Abstract

This study examines the theory of didactic situations in mathematics (TDS) and the theory of social interactionism (TSI), employing strategies from the networking of theories schema to uncover potential complementarities between them. These theories provide different a priori perspectives on mathematics classroom interaction: TDS focuses on the functioning of mathematical knowledge in adidactic situations, while TSI centers on the emergence of mathematical meanings through the interactive accomplishment of intersubjectivity. The study gives rise to a hypothesis concerning complementary dimensions of the theoretical frameworks, particularly regarding social interaction and related classroom regulations. This hypothesis is empirically substantiated through theoretical triangulation of a dataset from a mathematics classroom. The TDS analysis, considering the mathematical knowledge in question, identifies a Topaze effect within the dataset, whereas the TSI analysis construes the empirical facts as exhibiting a funnel pattern of interaction. It is argued that the interpretations mutually enhance each other’s explanatory power.

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数学教学情境理论和社会互动理论的互补维度：综合托帕兹效应和漏斗模式

本研究探讨了数学教学情境理论（TDS）和社会互动理论（TSI），采用了理论网络图式的策略来揭示它们之间潜在的互补性。这些理论为数学课堂互动提供了不同的先验视角：TDS 侧重于数学知识在说教情境中的运作，而 TSI 则侧重于通过主体间性的互动成就数学意义的产生。本研究提出了一个关于理论框架互补层面的假设，特别是关于社会互动和相关课堂规则的假设。通过对数学课堂数据集的理论三角分析，这一假设得到了实证。考虑到相关数学知识，TDS 分析确定了数据集中的 Topaze 效应，而 TSI 分析则将经验事实解释为呈现出漏斗状的互动模式。本文认为，这两种解释相互增强了对方的解释力。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Mathematical Behavior EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.70

自引率

17.60%

发文量

期刊介绍： The Journal of Mathematical Behavior solicits original research on the learning and teaching of mathematics. We are interested especially in basic research, research that aims to clarify, in detail and depth, how mathematical ideas develop in learners. Over three decades, our experience confirms a founding premise of this journal: that mathematical thinking, hence mathematics learning as a social enterprise, is special. It is special because mathematics is special, both logically and psychologically. Logically, through the way that mathematical ideas and methods have been built, refined and organized for centuries across a range of cultures; and psychologically, through the variety of ways people today, in many walks of life, make sense of mathematics, develop it, make it their own.