Teaching Thales's theorem: relations between suitable mathematical working spaces and specialised knowledge: Teaching Thales's theorem: relations between suitable mathematical working spaces and specialised knowledge: Climent et al.,.
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| Title: | Teaching Thales's theorem: relations between suitable mathematical working spaces and specialised knowledge: Teaching Thales's theorem: relations between suitable mathematical working spaces and specialised knowledge: Climent et al.,. |
|---|---|
| Authors: | Espinoza-Vásquez, Gonzalo1 (AUTHOR) gespinoza@uahurtado.cl, Henríquez-Rivas, Carolina2 (AUTHOR) chenriquezr@ucm.cl, Climent, Nuria3 (AUTHOR) climent@uhu.es, Ponce, Rodrigo4 (AUTHOR) rponce@utalca.cl, Verdugo-Hernández, Paula5 (AUTHOR) pauverdugo@utalca.cl |
| Source: | Educational Studies in Mathematics. Feb2025, Vol. 118 Issue 2, p271-293. 23p. |
| Subject Terms: | *Mathematics teachers, *Teachers, *Content analysis, *Curriculum, Video recording |
| Abstract: | In this article, we analyse a lesson on Thales's theorem in a Chilean secondary school classroom through the combination of two theories: Mathematics Teachers' Specialised Knowledge (ThMTSK) and Mathematical Working Spaces (ThMWS). Both theories, first separately and then in relation to one another, are used to analyse two tasks proposed by the teacher in the classroom following a cross-methodology for networking of theories. Through a single case study research design, a content analysis of the transcript of the video recording of the lesson was conducted. The joint analysis of this lesson allows us to better understand the mathematical work taking place in the classroom. In particular, the results show the scope of each model and their complementarity through the detection of meeting points and blind spots, through the role of proof, representations, and the change between geometrical and numerical work in teaching Thales's theorem. This allows for a deeper understanding of a teacher's practice and teaching. Ultimately, relationships between the theoretical elements of both theories are established to show their complementarity. We conclude that networking between theories can contribute to the development of these theories by raising questions that involve examining their foundations and assumptions in greater depth. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Studies in Mathematics is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 182471276 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Teaching Thales's theorem: relations between suitable mathematical working spaces and specialised knowledge: Teaching Thales's theorem: relations between suitable mathematical working spaces and specialised knowledge: Climent et al.,. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Espinoza-Vásquez%2C+Gonzalo%22">Espinoza-Vásquez, Gonzalo</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> gespinoza@uahurtado.cl</i><br /><searchLink fieldCode="AR" term="%22Henríquez-Rivas%2C+Carolina%22">Henríquez-Rivas, Carolina</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> chenriquezr@ucm.cl</i><br /><searchLink fieldCode="AR" term="%22Climent%2C+Nuria%22">Climent, Nuria</searchLink><relatesTo>3</relatesTo> (AUTHOR)<i> climent@uhu.es</i><br /><searchLink fieldCode="AR" term="%22Ponce%2C+Rodrigo%22">Ponce, Rodrigo</searchLink><relatesTo>4</relatesTo> (AUTHOR)<i> rponce@utalca.cl</i><br /><searchLink fieldCode="AR" term="%22Verdugo-Hernández%2C+Paula%22">Verdugo-Hernández, Paula</searchLink><relatesTo>5</relatesTo> (AUTHOR)<i> pauverdugo@utalca.cl</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Studies+in+Mathematics%22">Educational Studies in Mathematics</searchLink>. Feb2025, Vol. 118 Issue 2, p271-293. 23p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Mathematics+teachers%22">Mathematics teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Content+analysis%22">Content analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Video+recording%22">Video recording</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In this article, we analyse a lesson on Thales's theorem in a Chilean secondary school classroom through the combination of two theories: Mathematics Teachers' Specialised Knowledge (ThMTSK) and Mathematical Working Spaces (ThMWS). Both theories, first separately and then in relation to one another, are used to analyse two tasks proposed by the teacher in the classroom following a cross-methodology for networking of theories. Through a single case study research design, a content analysis of the transcript of the video recording of the lesson was conducted. The joint analysis of this lesson allows us to better understand the mathematical work taking place in the classroom. In particular, the results show the scope of each model and their complementarity through the detection of meeting points and blind spots, through the role of proof, representations, and the change between geometrical and numerical work in teaching Thales's theorem. This allows for a deeper understanding of a teacher's practice and teaching. Ultimately, relationships between the theoretical elements of both theories are established to show their complementarity. We conclude that networking between theories can contribute to the development of these theories by raising questions that involve examining their foundations and assumptions in greater depth. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational Studies in Mathematics is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10649-024-10367-9 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 271 Subjects: – SubjectFull: Mathematics teachers Type: general – SubjectFull: Teachers Type: general – SubjectFull: Content analysis Type: general – SubjectFull: Curriculum Type: general – SubjectFull: Video recording Type: general Titles: – TitleFull: Teaching Thales's theorem: relations between suitable mathematical working spaces and specialised knowledge: Teaching Thales's theorem: relations between suitable mathematical working spaces and specialised knowledge: Climent et al.,. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Espinoza-Vásquez, Gonzalo – PersonEntity: Name: NameFull: Henríquez-Rivas, Carolina – PersonEntity: Name: NameFull: Climent, Nuria – PersonEntity: Name: NameFull: Ponce, Rodrigo – PersonEntity: Name: NameFull: Verdugo-Hernández, Paula IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: Feb2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 00131954 Numbering: – Type: volume Value: 118 – Type: issue Value: 2 Titles: – TitleFull: Educational Studies in Mathematics Type: main |
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