Theory of didactical suitability: An enlarged view of the quality of mathematics instruction
Juan D. Godino 1 * , Carmen Batanero 1 , María Burgos 1
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1 Universidad de Granada, Granada, SPAIN* Corresponding Author

Abstract

Characterizing and measuring the quality of instruction is a matter of growing interest in mathematics education. Based on the notion of didactic suitability and the theoretical assumptions of the onto-semiotic approach, we develop an instrument to systematically analyze the different facets involved in a mathematics instruction process. We also explore the concordances and complementarities with instruments for measuring the quality of instruction. Thus, quantitative quality measurement efforts are complemented by another qualitative approach, focusing on the initiative and responsibility of teachers when they have to make decisions about their teaching practices. This reflective activity must be supported by specific instruments that reveal the complexity of the processes and the difficulty of achieving a balance between sometimes conflicting didactic principles.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2023, Volume 19, Issue 6, Article No: em2270

https://doi.org/10.29333/ejmste/13187

Publication date: 01 Jun 2023

Online publication date: 12 Apr 2023

Article Views: 2084

Article Downloads: 935

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