Theory and Methodology of Mathematic Education
Onto-semiotic Approach
Theorical Fundaments
Teacher Training
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Selected Papers by the Research Group on

"Theory and Research Methodology in Mathematics Education"


 

SYNTHESIS OF THE "ONTO-SEMIOTIC APPROACH"

Godino, J. D. Batanero, C. y Font, V. (2007). The onto-semiotic approach to research in mathematics education. ZDM. The International Journal on Mathematics Education, Vol. 39 (1-2): 127-135.

Godino, J. D. Batanero, C. and Font, V. (2009). An Integrative theoretical framework for mathematics education: The Onto-Semiotic Approach to mathematical knownoledge and instruction. Poster presentation. PME 33, Thessaloniki, July 2009.

 


Font, V., Godino, J. D. y Gallardo, J. (2013). The emergence of objects from mathematical practices. Educational Studies in Mathematics, 82:97–124. DOI: 10.1007/s10649-012-9411-0. The final publication is available at www.springerlink.com.

Drijvers, P. Godino, J. D., Font, V. & Trouche, L. (2013). One episode, two lenses. A reflective analysis of student learning with computer algebra from instrumental and onto-semiotic perspectives. Educational Studies in Mathematics, 82:23–49. DOI: 10.1007/s10649-012-9416-8. The final publication is available at www.springerlink.com

Godino, J. D., Batanero, C., Contreras, A., Estepa, A., Lacasta, E. y Wilhelmi, M. (2013). Didactic engineering as design-based research in mathematics education. Proceedings of the Eighth Congress of European Research in Mathematics Education (CERME 8, WG 16). Turkey, 2013

Aké, L., Godino, J. D., Gonzato, M. y Wilhelmi, M. R. (2013). Proto-algebraic levels of mathematical thinking. In Lindmeier, A. M. & Heinze, A. (Eds.). Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education, Vol. 2, pp. 1-8. Kiel, Germany: PME.

Pino-Fan, L., Godino, J. D., Font, V. y Castro, W. F. (2013). Prospective  teacher’s specialized content knowledge on derivative. Proceedings of the Eighth Congress of European Research in Mathematics Education (CERME 8, WG 17). Turkey. http://cerme8.metu.edu.tr/wgpapers/WG17/WG17_Pino_Fan.pdf

Pino-Fan, L., Godino, J. D., Font, V. y Castro, W. F. (2012).  En T. Y. Tso (Ed.). Key epistemic features of mathematical knowledge for teaching the derivative. Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education, Vol. 3, pp. 297-304. Taipei, Taiwan: PME.

Godino, J. D., Font, V., Wilhelmi, M. R. y Lurduy, O. (2011). Why is the learning of elementary arithmetic concepts difficult? Semiotic tools for understanding the nature of mathematical objects. Educational Studies in Mathematics, 77 (2), 247-265. DOI 10.1007/s10649-010-9278-x. The final publication is available at www.springerlink.com.

Godino, J. D., Font, V. (2010). The theory of representations as viewed from the onto-semiotic approach to mathematics education. Mediterranean Journal for Research in Mathematics Education, 9(1), 189-210.

Castro, W. F. and Godino, J. D. (2009). Cognitive configurations of pre-service teachers when solving an arithmetic-algebraic problem. Paper presented at the meeting of the CERME 6, Group 4: Algebraic Thinking. Lyon, France, 2009

Font, V., Godino, J. D. and Contreras, A. (2008). From representation to onto-semiotic configurations in analysing mathematics teaching and learning processes. En, L. Radford, G. Schubring, y F. Seeger (eds.), Semiotics in Mathematics Education: Epistemology, History, Classroom, and Culture (pp. 157–173). Rotterdam: Sense Publishers.

Godino, J. D., Batanero, C., Roa, R. and Wilhelmi, M. R. (2008). Assessing and developing pedagogical content and statistical knowledge of primary school teachers throuch project work. ICMI/IASE 2008. In C. Batanero, G. Burrill, C. Reading & A. Rossman (Eds.), Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. Challenges for Teaching and Teacher Education. Proceedings of the ICMI Study 18 and 2008 IASE Round Table Conference.

Godino, J. D., Rivas, M., Castro, W. and Konic, P. (2008). Epistemic and cognitive analysis of an arithmetic-algebraic problem solution. ICME 11, Topic Study Group 27, Mathematical Knowledge for Teaching. Monterrey, Mexico, 2008. http://tsg.icme11.org/document/get/391

Font, J. D., Godino, J. D. and D'Amore, B. (2007). An ontosemiotic approach to representations in mathematics education. For the Learning of Mathematics, 27 (2): 3-9.

Wilhelmi, M. R., Godino, J. D. y Lacasta, E. (2007). Didactic effectiveness of mathematical definitions: The case of the absolute value. International Electronic Journal of Mathematics Education, 2 (2): 72-90.

Godino, J. D., Roa, R., Recio, A. M., Ruiz, F. and Pareja, J. L. (2006). Analysing teaching and learning process for the law of large numbers: Implications of using software in teachers education. Invited lecture. Seven International Conference on Teaching Statistics. Salvador, Brasil, July 2006

Godino, J. D., Batanero, C. y Roa, R. (2005). An onto-semiotic analysis of combinatorial problems and the solving processes by university students. Educational Studies in Mathematics,60 (1): 3-36.

Godino, J. D., Wilhelmi, M. R. and Bencomo, D. (2005). Suitability criteria of a mathematical instruction process. A teaching experience of the function notion. Mediterranean Journal for Research in Mathematics Education 4.2: 126.

Wilhelmi, M. R., Godino, J. D. and Lacasta, E. (2005). Didactic effectiveness of equivalent definitions of a mathematical notion. The case of the absolute value. Procedings of CERME 4. Group 11, Different theoretical perspectives / approaches in research in mathematics education . San Feliú de Guisols, Februay 2005.

Godino, J. D. & Batanero, C. (1998). Clarifying the meaning of mathematical objects as a priority area of research in Mathematics Education. In: A. Sierpinska & J. Kilpatrick (Ed.), Mathematics education as a research domain: A search for identity (pp. 177-195). Dordrecht: Kluwer, A. P.

Recio, A. M. and Godino, J. D. (2001). Institutional and personal meanings of mathematical proof. Educational Studies in Mathematics, 48: 83-99.

Godino, J. D. and Batanero, C. (2003). Semiotic functions in teaching and learning mathematics. In, Anderson, A. Sáenz-Ludlow, S. Zellweger and V. V. Cifarelli (Eds), Educational Perspectives on Mathematics as Semiosis: From Thinking to Interpreting to Knowing (pp. 149-167). Ottawa: LEGAS.

Godino, J. D. ( 2002). Studying the median: A framework to analyse instructional processes in Statistics Education. In, B. Phillips (Ed.), Proceedings of the ICOTS-6. CDROM. IASE.

Godino, J. D. & Batanero, C. (1997) A semiotic and anthropological approach to research in mathematics education Philosophy of Mathematics Education Journal (POME), 10

Godino, J. D. (1996). Mathematical concepts, their meaning and understanding. In L. Puig & A. Gutierrez (Eds.), Proceedings of the 20th PME Conference. Valencia. (Vol 2, pp. 417-424)