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GRADEM - Research Group based on the EOS

At the University of Barcelona is consisted of the Research Group Gradin

"GROUP ANALYSIS OF RESEARCH ON LEARNING IN MATHEMATICS EDUCATION"

The group is part of the Red GRADO REMIC (Mathematics Education and Scientific Research of the Generalitat of Catalonia) and is constituted by researchers in Mathematics Education of Catalonia, Andalusia, Galicia, Navarra and Madrid and has a network of partners from different countries (USA, Mexico, Colombia, Venezuela, Argentina, Peru, Italy, Portugal, Chile and Brazil). Moreover, also involved secondary school teachers and graduate students.

His research is part of the ontosemiotic approach cognition and mathematics instruction and sociocultural approaches to learning theories. In particular, we want to develop tools for training analysis study processes that can be used in professional development mathematics teachers.

is a group:

1) is being recognized internationally with publications in leading journals research area of \u200b\u200bmathematics education: Educational Studies in Mathematics, in didactique des Recherches Mathematiques, For the Learning of Mathematics, ZDM-The International Journal on Mathematics Education, European Journal of Intercultural Studies, Journal of Education, Mathematics Education, Relima, Science Education, etc. On the other hand, has made submissions to both the major international conferences (PME, CERM, ICME, Relman, CIBEM, CIEAEM, etc.) and nationals (SEIEM, JAEM) and has been granted R & D projects competitive and innovative teaching projects.

2) Make the task of continuing education and outreach publication of articles addressed to teachers (Journal of Pedagogy, Guix, Suma, Vista School, etc..) And is associated with a group of high school math teacher, Emac Group, "Mathematics Education Review, http://dewey.uab.es/nplanas/emac/

Additional information on lines work and members of the group is available on the Internet:

http://antalya.uab.es/crecim/xarxaremic/index.php?option=com_content&task=view&id=43&Itemid = 22

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Contribution to the Topic Group 27, ICM 11, Mexico

The following web address, http://tsg.icme11.org/document/get/391

can download the contribution made by,

John D. Godino, Mauro Rivas, Walter F. Castro and Patricia Konic

to Topic Group 27 of the ICMI 11, "Mathematical Knowledge for Teaching" with the title,

AND epistemic ANALYSIS OF AN ARITHMETIC COGNITIVISM - Algebraic PROBLEM SOLUTION

Abstract:

We analyze the solution of a problem proposed on the context of a mathematics methods course for in-training primary teachers, by applying some notions of the “onto-semiotic approach” to mathematics knowledge. The generalization of the arithmetic statement given to students involves the use of algebraic reasoning, giving way to the study of the relations between arithmetic and algebra, as well as the relations between empirical and deductive argumentation. The solution of elementary problems and the epistemic-cognitive reflection on the objects and meanings used during the solution is proposed as a means to overcome a limited students’ conception on the nature of mathematics, usually reduced to its conceptual and procedural aspects.

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Article published in Educational Studies in Mathematics "

  was published online the article,  
 
  Font, V. & Contreras, A. (2008). The problem of the particular and Its 
   relation to the general in mathematics education.    
 Educational Studies in Mathematics .   (DOI: 10.1007/s10649-008-9123-7)  
 
  that can be downloaded from the  
 
    http://www.springerlink.com/content/u8441071121170p1/  
 
   
  Abstract Research in the didactics of mathematics has Shown the  importance of the    
   problem of the particular and its relation to the general in teaching and    
   learning mathematics as well as the complexity of factors related to them.    
   In particular, one of the central open questions is the nature and diversity    
   of objects that carry out the role of particular or general and the    
   diversity of paths that lead from the particular to the general. The    
   objective of this article is to show how the notion of semiotic function and    
   mathematics ontology, elaborated by the onto-semiotic approach to    
   mathematics knowledge, enables us to face such a problem.