Article Sidebar

Download
PDF
Statistic
Read Counter : 253 Download : 193

Downloads

Download data is not yet available.

Main Article Content

Abstract

This paper aims to explore an Indonesian prospective mathematics teacher’s lesson planning and identify its characteristics of mathematical task design from the viewpoint of the anthropological theory of the didactic. The well-documented activities concerning lesson planning developed by the prospective mathematics teacher in her experiment to conduct a study on mathematics teaching were used as the primary data to be analyzed. Part of the anthropological theory of the didactic, namely mathematical praxeology, was used as the theoretical framework to analyze and explore the mathematical tasks design, their techniques, theoretical arguments of the techniques used, and theories underpinning the theoretical discourses. The study points out mathematical praxeology for each mathematical task included in the lesson plan analyzed. In addition, this study also figured out the characteristics of the mathematical praxeology of the lesson design developed by the prospective teacher.

Keywords

Anthropological Theory of the Didactic (ATD) Lesson Plan Mathematical Praxeology Prospective Mathematics Teacher

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite
Suryadi, D., Itoh, T., & Isnarto. (2023). A prospective mathematics teacher’s lesson planning: An in-depth analysis from the anthropological theory of the didactic. Journal on Mathematics Education, 14(4), 723–740. https://doi.org/10.22342/jme.v14i4.pp723-740
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Akyuz, D., Dixon, J. K., & Stephan, M. (2013). Improving the quality of mathematics teaching with effective planning practices. Teacher Development, 17(1), 92–106. https://doi.org/10.1080/13664530.2012.753939
  2. Ärlebäck, J. B. (2011). Revisiting groups of students’ solving process of realistic Fermi problem from the perspective of the Anthropological Theory of Didactics. Peer Reviewed Papers from a PhD Course at the University of Copenhagen, 2010, 1. https://www.ind.ku.dk/publikationer/inds_skriftserie/2011-20-ATD-course/IND_Skriftserie_20.pdf
  3. Artigue, M., & Winsløw, C. (2010). International comparative studies on mathematics education: A viewpoint from the anthropological theory of didactics. Recherches En Didactique Des Mathématiques, 30(1), 47–82. https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=6a969998648c93abacef12efab6b3d47c7fcf2f0
  4. Asami-Johansson, Y. (2011). A study of a problem solving oriented lesson structure in mathematics in Japan. Cerme 7 Feb. 9th to Feb. 13th 2011 Rzeszów, Poland. https://www.diva-portal.org/smash/record.jsf?pid=diva2%3A473164&dswid=-9960
  5. Asami-Johansson, Y. (2021). The Didactic Notion of “Mathematical Activity” in Japanese Teachers’ Professional Scholarship: A Case Study of an Open Lesson. REDIMAT-Journal of Research in Mathematics Education, 10(1), 88–112. https://doi.org/10.17583/redimat.2021.4598
  6. Audi, R. (2010). Epistemology: A contemporary introduction to the theory of knowledge. Routledge. https://books.google.co.id/books?id=hsgtCgAAQBAJ&lpg=PP1&ots=1dmOnp2Nh7&dq=Epistemology%3A%20A%20contemporary%20introduction%20to%20the%20theory%20of%20knowledge&lr&hl=id&pg=PP1#v=onepage&q=Epistemology:%20A%20contemporary%20introduction%20to%20the%20theory%20of%20knowledge&f=false
  7. Baker, W. D. (2019). Transforming Classroom Discourse as a Resource for Learning: Adapting interactional ethnography for teaching and learning. In Deeper Learning, Dialogic Learning, and Critical Thinking (pp. 105–120). Routledge. https://books.google.co.id/books?id=blyvDwAAQBAJ&lpg=PA105&ots=GnQJOznRPS&dq=%20Transforming%20classroom%20discourse%20as%20a%20resource%20for%20learning%3A%20Adapting%20interactional%20ethnography%20for%20teaching%20and%20learning&lr&hl=id&pg=PA105#v=onepage&q=Transforming%20classroom%20discourse%20as%20a%20resource%20for%20learning:%20Adapting%20interactional%20ethnography%20for%20teaching%20and%20learning&f=false
  8. Baldry, F., & Foster, C. (2019). Lesson study in mathematics initial teacher education in England. Theory and Practice of Lesson Study in Mathematics: An International Perspective, 577–594. https://doi.org/10.1007/978-3-030-04031-4_28
  9. Bosch, M., Florensa, I., & Gascón, J. (2020). Reference epistemological model: what form and function in school institutions? Educaçao Matemática Pesquisa. Vol. 22, n. 4 (2020) p. 240-249. https://doi.org/10.23925/1983-3156.2020v22i4p240-249
  10. Bosch, M., & Gascón, J. (2006a). Twenty-five years of the didactic transposition. ICMI Bulletin, 58(58), 51–65. https://edisciplinas.usp.br/pluginfile.php/54469/mod_resource/content/1/Texto%20ATD/25%20anos%20de%20ATD.pdf
  11. Bosch, M., & Gascón, J. (2006b). Twenty-five years of the didactic transposition. ICMI Bulletin, 58(58), 51–65. https://edisciplinas.usp.br/pluginfile.php/54469/mod_resource/content/1/Texto%20ATD/25%20anos%20de%20ATD.pdf
  12. Bosch, M., & Gascón, J. (2014a). Introduction to the Anthropological Theory of the Didactic (ATD). Networking of Theories as a Research Practice in Mathematics Education, 67–83. https://doi.org/10.1007/978-3-319-05389-9_5
  13. Bosch, M., & Gascón, J. (2014b). Introduction to the Anthropological Theory of the Didactic (ATD). Networking of Theories as a Research Practice in Mathematics Education, 67–83. https://doi.org/10.1007/978-3-319-05389-9_5
  14. Chapin, S. H., O’Connor, M. C., & Anderson, N. C. (2009). Classroom discussions: Using math talk to help students learn, Grades K-6. Math Solutions. https://books.google.co.id/books?id=2NX4I6mekq8C&lpg=PR15&ots=4Z3F3ynfz3&dq=Classroom%20discussions%3A%20Using%20math%20talk%20to%20help%20students%20learn%20(2nd%20ed.).%20&lr&hl=id&pg=PR15#v=onepage&q=Classroom%20discussions:%20Using%20math%20talk%20to%20help%20students%20learn%20(2nd%20ed.).&f=false
  15. Chevallard, Y. (2006a). Steps towards a new epistemology in mathematics education. Proceedings of the IV Congress of the European Society for Research in Mathematics Education, 21–30. http://www.mathematik.tu-dortmund.de/~erme/CERME4/CERME4_2_Plenaries.pdf#page=3
  16. Chevallard, Y. (2006b). Steps towards a new epistemology in mathematics education. Proceedings of the IV Congress of the European Society for Research in Mathematics Education, 21–30. http://www.mathematik.tu-dortmund.de/~erme/CERME4/CERME4_2_Plenaries.pdf#page=3
  17. Chevallard, Y. (2019a). Introducing the anthropological theory of the didactic: An attempt at a principled approach. Hiroshima Journal of Mathematics Education, 12(1), 71–114. https://www.jasme.jp/hjme/download/05_Yves%20Chevallard.pdf
  18. Chevallard, Y. (2019b). Introducing the anthropological theory of the didactic: An attempt at a principled approach. Hiroshima Journal of Mathematics Education, 12(1), 71–114. https://www.jasme.jp/hjme/download/05_Yves%20Chevallard.pdf
  19. Chisholm, R. M., Chisholm, R. M., Chisholm, R. M., & Chisholm, R. M. (1989). Theory of knowledge (Vol. 3). Prentice-Hall Englewood Cliffs, NJ. https://doi.org/https://doi.org/10.1080/713659802
  20. Cicek, V., & Tok, H. (2014). Effective use of lesson plans to enhance education in US and Turkish kindergarten thru 12th grade public school system: A comparative study. International Journal of Teaching and Education, 2(2), 10–20. https://ideas.repec.org/p/sek/iacpro/0100192.html
  21. Clark, C. M., & Peterson, P. L. (1986). Teachers’ thought processes. InM. C. Wittrock (Ed.), Handbook of research on teaching (pp. 255-296). New York: Macmillan. https://doi.org/https://doi.org/10.1080/0022027860180210
  22. Clements, D. H., & Sarama, J. (2004). Learning trajectories in mathematics education. Mathematical Thinking and Learning, 6(2), 81–89. https://doi.org/https://doi.org/10.1207/s15327833mtl0602_1
  23. Clements, D. H., Wilson, D. C., & Sarama, J. (2004). Young children’s composition of geometric figures: A learning trajectory. Mathematical Thinking and Learning, 6(2), 163–184. https://doi.org/https://doi.org/10.1207/s15327833mtl0602_5
  24. Corey, D. L., Peterson, B. E., Lewis, B. M., & Bukarau, J. (2010). Are there any places that students use their heads? Principles of high-quality Japanese mathematics instruction. Journal for Research in Mathematics Education, 41(5), 438–478. https://doi.org/10.5951/jresematheduc.41.5.0438
  25. David, M. (2004). Don’t forget about the correspondence theory of truth. Australasian Journal of Philosophy, 82(1), 42–47. https://doi.org/10.1080/713659802
  26. Didi Suryadi. (2019). Philosophical Foundation of Didactical Design Research (DDR). (Tim Gapura Press, Ed.; 1st ed.). Gapura Press. https://scholar.google.com/scholar?cluster=18067053348498884006&hl=en&oi=scholarr
  27. Doig, B., Groves, S., & Fujii, T. (2011). The critical role of task development in lesson study. Lesson Study Research and Practice in Mathematics Education: Learning Together, 181–199. https://doi.org/10.1007/978-90-481-9941-9_15
  28. Emre-Akdogan, E., & Yazgan-Sag, G. (2018). An Investigation on How Prospective Mathematics Teachers Design a Lesson Plan. Ondokuz Mayis University Journal of Education, 37(1). https://doi.org/10.7822/omuefd.313310
  29. Fernández, M. L. (2005). Exploring. International Group for the Psychology of Mathematics Education, 2, 305–312. https://eric.ed.gov/?id=ED496827
  30. Floden, R. E., Porter, A. C., Schmidt, W. H., Freeman, D. J., & Schwille, J. R. (1981). Responses to curriculum pressures: A policy-capturing study of teacher decisions about content. Journal of Educational Psychology, 73(2), 129. https://doi.org/10.1037/0022-0663.73.2.129
  31. Fraser, V., Garofalo, J., & Juersivich, N. (2011). Enhancing lesson planning and quality of classroom life: A study of mathematics student teachers’ use of technology. Journal of Technology and Teacher Education, 19(2), 169–188. https://www.learntechlib.org/p/29468/
  32. Fujii, T. (2015). The critical role of task design in lesson study. Task Design in Mathematics Education: An ICMI Study 22, 273–286. https://doi.org/10.1007/978-90-481-9941-9
  33. Fujii, T. (2019). Designing and adapting tasks in lesson planning: A critical process of lesson study. Theory and Practice of Lesson Study in Mathematics: An International Perspective, 681–704. https://doi.org/10.1007/978-3-030-04031-4_33
  34. Gonzalez Thompson, A. (1984). The relationship of teachers’ conceptions of mathematics and mathematics teaching to instructional practice. Educational Studies in Mathematics, 15(2), 105–127. https://doi.org/10.1007/BF00305892
  35. Gravemeijer, K., Bowers, J., & Stephan, M. (2003). Chapter 4: A hypothetical learning trajectory on measurement and flexible arithmetic. Journal for Research in Mathematics Education. Monograph, 12, 51–66. https://www.jstor.org/stable/30037721
  36. Harel, G. (2008). What is Mathematics? A Pedagogical Answer to a Philosophical Question 1. http://www.math.utep.edu/faculty/kienlim/HoM_2008_Harel.pdf
  37. Lewis, C., Friedkin, S., Emerson, K., Henn, L., & Goldsmith, L. (2019). How does lesson study work? Toward a theory of lesson study process and impact. Theory and Practice of Lesson Study in Mathematics: An International Perspective, 13–37. https://doi.org/10.1007/978-3-030-04031-4_2
  38. Llinares, S., Fernández-Verdú, C., & Sánchez-Matamoros García, G. (2016). Changes in how prospective teachers anticipate secondary students’ answers. https://doi.org/10.12973/eurasia.2016.1295a
  39. Lundberg, A. L. V, & Kilhamn, C. (2018a). Transposition of knowledge: Encountering proportionality in an algebra task. International Journal of Science and Mathematics Education, 16, 559–579. https://doi.org/10.1007/s10763-016-9781-3
  40. Lundberg, A. L. V, & Kilhamn, C. (2018b). Transposition of knowledge: Encountering proportionality in an algebra task. International Journal of Science and Mathematics Education, 16, 559–579. https://doi.org/10.1007/s10763-016-9781-3
  41. Melville, M. D. (2017). Kyozaikenkyu: An In-Depth Look into Japanese Educators’ Daily Planning Practices. Brigham Young University. https://www.proquest.com/openview/630546f0b04ae05273e76223543d7bef/1?pq-origsite=gscholar&cbl=18750&diss=y
  42. Ozogul, G., & Sullivan, H. (2009). Student performance and attitudes under formative evaluation by teacher, self and peer evaluators. Educational Technology Research and Development, 57, 393–410. https://doi.org/10.1007/s11423-007-9052-7
  43. Panasuk, R., Stone, W., & Todd, J. (2002). LESSON PLANNING STRATEGY FOR EFFECTIVE MATHEMATICS TEACHING. Education, 122(4). https://scholar.google.com/scholar?cluster=12552310498539016928&hl=id&as_sdt=0,5
  44. Pansell, A., & Bjorklund Boistrup, L. (2018). Mathematics teachers’ teaching practices in relation to textbooks: Exploring praxeologies. The Mathematics Enthusiast, 15(3), 541–562. https://doi.org/10.54870/1551-3440.1444
  45. Pritchard, D. (2023). What is this thing called knowledge? Taylor & Francis. https://books.google.co.id/books?id=hB22EAAAQBAJ&lpg=PT9&ots=Dztpsxd5Sz&dq=Pritchard%2C%20D.%20(2018).%20What%20is%20this%20thing%20called%20knowledge%3F%20&lr&hl=id&pg=PT9#v=onepage&q=Pritchard,%20D.%20(2018).%20What%20is%20this%20thing%20called%20knowledge?&f=false
  46. Rice, L. C. (1970). “ Belief, Knowledge, and Truth: Readings in the Theory of Knowledge,” ed. RR Ammerman and MG Singer. https://doi.org/10.5840/schoolman197048173
  47. Rittle-Johnson, B., Star, J. R., Durkin, K., & Loehr, A. (2019). Compare and discuss to promote deeper learning. In Deeper Learning, Dialogic Learning, and Critical Thinking (pp. 48–64). Routledge. https://scholar.google.com/scholar?cluster=4018621056423697034&hl=id&as_sdt=0,5&scioq=Compare+and+discuss+to+promote+deeper+learning
  48. Rusznyak, L., & Walton, E. (2011). Lesson planning guidelines for student teachers: A scaffold for the development of pedagogical content knowledge. Education as Change, 15(2), 271–285. https://doi.org/10.1080/16823206.2011.619141
  49. Ruys, I., Keer, H. Van, & Aelterman, A. (2012). Examining pre-service teacher competence in lesson planning pertaining to collaborative learning. Journal of Curriculum Studies, 44(3), 349–379. https://doi.org/10.1080/00220272.2012.675355
  50. Sharil, W. N. E. H., & Kyriacou, C. (2015). Reflective Practice on Instructional Planning: Relevance And Contribution To Pre-Service Teachers’professional Development. International E-Journal of Advances in Education, 1(3), 211–217. http://ijaedu.ocerintjournals.org/en/download/article-file/225649
  51. Stein, M. K., Engle, R. A., Smith, M. S., & Hughes, E. K. (2008). Orchestrating productive mathematical discussions: Five practices for helping teachers move beyond show and tell. Mathematical Thinking and Learning, 10(4), 313–340. https://doi.org/https://doi.org/10.1080/10986060802229675
  52. Stigler, J. W., & Hiebert, J. (2009). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. Simon and Schuster. https://books.google.co.id/books?id=F1kKZgIqtfEC&lpg=PR11&ots=O6oWI3QECl&dq=Stigler%2C%20J.%2C%20%26%20Hiebert%2C%20J.%20(1999).%20The%20teaching%20gap.%20New%20York%3A%20The%20Free%20Press.&lr&hl=id&pg=PR12#v=onepage&q=Stigler,%20J.,%20&%20Hiebert,%20J.%20(1999).%20The%20teaching%20gap.%20New%20York:%20The%20Free%20Press.&f=false
  53. Swanson, H. (2019). Refining student thinking through scientific theory building. In Deeper Learning, Dialogic Learning, and Critical Thinking (pp. 66–83). Routledge. https://www.taylorfrancis.com/chapters/oa-edit/10.4324/9780429323058-5/refining-student-thinking-scientific-theory-building-hillary-swanson
  54. Szilágyi, J., Clements, D. H., & Sarama, J. (2013). Young children’s understandings of length measurement: Evaluating a learning trajectory. Journal for Research in Mathematics Education, 44(3), 581–620. https://doi.org/https://doi.org/10.5951/jresematheduc.44.3.0581
  55. Takeuchi, H., & Shinno, Y. (2020). Comparing the lower secondary textbooks of Japan and England: A praxeological analysis of symmetry and transformations in geometry. International Journal of Science and Mathematics Education, 18(4), 791–810. https://doi.org/10.1007/s10763-019-09982-3
  56. Vale, C., Widjaja, W., Doig, B., & Groves, S. (2019). Anticipating students’ reasoning and planning prompts in structured problem-solving lessons. Mathematics Education Research Journal, 31, 1–25. https://doi.org/https://doi.org/10.1007/s13394-018-0239-5
  57. Wijayanti, D., & Winslow, C. (2017). Mathematical practice in textbooks analysis: Praxeological reference models, the case of proportion. REDIMAT, 6(3), 307–330. https://dialnet.unirioja.es/servlet/articulo?codigo=6152809
  58. Winsløw, C. (2012). A comparative perspective on teacher collaboration: The cases of lesson study in Japan and of multidisciplinary teaching in Denmark. From Text to’Lived’Resources: Mathematics Curriculum Materials and Teacher Development, 291–304. https://doi.org/https://doi.org/10.1007/978-94-007-1966-8_15
  59. Yeager, B. V, Castanheira, M. L., & Green, J. (2019). Extending Students’ Communicative Repertoires: A culture of inquiry perspective for reflexive learning. In Deeper Learning, Dialogic Learning, and Critical Thinking (pp. 84–104). Routledge. https://www.taylorfrancis.com/chapters/oa-edit/10.4324/9780429323058-6/extending-students-communicative-repertoires-beth-yeager-maria-lucia-castanheira-judith-green
  60. Yilmaz, N., Özdemir, I. E. Y., & Çetinkaya, B. (2017). Anticipating students’ thinking through Lesson Study: A case study with three prospective middle school mathematics teachers. CERME 10. https://hal.science/hal-01949136/