ERIC Number: EJ1271482
Record Type: Journal
Publication Date: 2020
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2158-2440
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Available Date: N/A
The Same and the Different: On Semantization and Instrumentalization Practices in the (Maths) Classroom
Janík, Tomáš; Slavík, Jan; Najvar, Petr; Jirotková, Darina
SAGE Open, v10 n3 Jul-Sep 2020
There is no education without content. Teaching and learning in schools is devoted to "something," not to "nothing" or "anything." The more heterogeneous, multicultural, and multilingual the classroom, the more semantization of educational content within teaching and learning is needed. Therefore, the role of various languages in the classroom is revisited. In this article, we elaborate on the theory of language-sensitive content transformation and introduce the concept of operational isomorphism and its potential in the field of didactics, research on teaching, and learning and teacher education. Using a case study of mathematics teaching, we illustrate, how students can benefit from semantization and instrumentalization practices in the classroom and how these processes take the form of extensional deconstruction and intensional expansion or intensional condensation.
Descriptors: Semantics, Mathematics Instruction, Teaching Methods, Learning Processes, Multilingualism, Cultural Pluralism, Case Studies, Video Technology, Foreign Countries, Language Role, Educational Games, Personal Autonomy, Grade 4, Elementary School Students
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Czech Republic
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