Marianna Bosch- PhD
- Associate Professor at University of Barcelona
Marianna Bosch
- PhD
- Associate Professor at University of Barcelona
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160
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Introduction
Skills and Expertise
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Publications
Publications (160)
In this systematic review, we explore the nature of interactions between theoretical approaches within mathematics education research over the past decade (2014–2023). We propose an organising framework describing the interactions in terms of dialogue and distinguishing three modes: inter-theoretical dialogue (examining relationships between theore...
This paper explores the prevailing conception of mathematical modelling in university education through the lens of university textbooks. The study identifies two major conceptions of modelling: application-oriented modelling, emphasising models as tools for application, and integration-oriented modelling, emphasising interdisciplinary and recursiv...
This article presents the design and implementation of a study and research path for teacher education (SRP-TE) based on the Anthropological Theory of the Didactic. The goal is to analyze this teacher education proposal for inclusive statistics education aiming to overcome constraints derived from the phenomenon of the transparency of data treatmen...
Partimos de la hipótesis de que la separación entre disciplinas dificulta la enseñanza basada en la indagación y que generar entornos interdisciplinarios la facilita cuando los contenidos disciplinares se ponen al servicio del estudio de cuestiones, superando las limitaciones de la organización escolar por materias. Estudiamos esta conjetura a trav...
En este trabajo se presenta el análisis de una actividad interdisciplinaria de ciencias experimentales y matemáticas en la formación inicial de profesorado del Grado de Maestro en Educación Primaria. A partir de una práctica experimental en la clase de didáctica de ciencias experimentales, en la que se dejan caer bolas que ruedan sobre una rampa y...
This survey paper presents recent relevant research in mathematics education produced in Spain, which allows the identification of different broad lines of research developed by Spanish groups of scholars. First, we present and describe studies whose research objectives are related to student learning of specific curricular contents and process-ori...
Resumen Este artículo informa sobre las recientes y relevantes investigaciones en educación matemática realizadas por la comunidad española. El objetivo es presentar una visión global de la producción en las diferentes grandes líneas de investigación, organizadas en varios grandes bloques: el aprendizaje por los estudiantes de contenidos curricular...
Some investigations have shown that teachers and students are not always provided with the appropriate discursive elements needed to describe and justify mathematical modelling processes. Our previous research, developed in the framework of the anthropological theory of the didactic, has used the notion of modelling praxeology and the distinction b...
Cítese como: Beltrán-Pellicer, P., Bosch, M., & Barquero, B. (2024). Estableciendo puentes entre la investigación y su transferencia al aula. UNO. Revista de Didáctica de las Matemáticas, 104, 58-67.
Resumen Este trabajo persigue problematizar y reflexionar sobre los recursos didácticos y organizaciones de saber que conforman una infraestructura...
The Anthropological Theory of the Didactic introduces an instructional proposal called "study and research paths" (SRPs) based on the study of open questions that integrates inquiry processes with the study of new content to elaborate answers to the questions addressed. The aim of this paper is to analyse the students' perspectives to an activity c...
The fast evolution of statistics caused by technological developments is the basis of numerous challenges in undergraduate courses. Project-based learning (PBL) and similar methodologies have been proposed by various authors to develop students’ ‘statistical sense’. This paper presents a case study regarding implementing three study and research pa...
In Brazil, as in many other countries, there is a gap between the type of statistics that pre-service secondary school teachers study at the university and the school statistics they will have to teach in compulsory education. Intending to break this gap, we designed a study and research path for teacher education (SRP-TE) based on the Anthropologi...
The design and analysis of an interdisciplinary training proposal based on the Study and Research Paths for Teacher Education are presented. We propose an interaction of disciplinary and didactic training, between mathematics and science, for primary school pre-service teachers, around the question: What does it mean to classify? The students refle...
This chapter focuses on the question of the content and how it is treated and affected by past curriculum reforms. It addresses this question from a concrete perspective, the anthropological theory of the didactic, and by modelling curriculum reforms in terms of didactic transposition processes. Three cases studies form the core of the chapter. The...
Theme A presents two types of studies. The first type are cases of reforms undertaken in various countries or regions that are considered special for different reasons. Some were chosen because they produced a significant change in the curriculum, sometimes for a short period of time – like reforms related to the New Math movement – and sometimes a...
This paper examines how different approaches in mathematics education conceptualise the relationship between school mathematics and university mathematics. The approaches considered here include: (a) Klein’s elementary mathematics from a higher standpoint; (b) Shulman’s transformation of disciplinary subject matter into subject matter for teaching;...
Study and research paths (SRPs) are a teaching format proposed by the Anthropological Theory of the Didactic based on the inquiry about an open question. The question that is initially proposed is a critical component of an SRP. It can sometimes lead to “fake inquiries” when the instructional purpose is not to answer the question but to meet some s...
We present the design and implementation of an inquiry-based activity based on a general proposal of the Anthropological Theory of the Didactic called “study and research path for teacher education” (SRP-TE) as a tool to reflect, develop, analyze, and experience proposals for teaching statistics at lower secondary school. Our proposal of SRP-TE sta...
This paper describes a teaching proposal in engineering education based on the introduction of a study and research path (SRP) in the subject of Statistics of a Bachelor's Degree in ICT Systems Engineering. The conditions in which this SRP was designed and the first steps of its implementation are explained. Since an SRP starts with a generating qu...
The paper explains the design and the first part of the implementation of a project within the subject of Statistics with first year students in a Bachelor’s degree in ICT Systems Engineering in Manresa School of Engineering, part of the Universitat Politècnica de Catalunya. We use the methodology of study and research paths within the Anthropologi...
We present the organisation of a first course in statistics for Business Administration degree students, which includes a study and research path (SRP) as an inquiry-based teaching proposal. The paper aims to summarise the course’s evolution, design, and reflections on its various components separately and together as a complete unit. The analysis...
Teaching statistics through projects brings to life in the classroom aspects of working with data that are not usually part of traditional paper-and-pencil activities. There exists a generalized agreement about the positive effects of this kind of teaching proposals and number of international and local initiatives to foster them at secondary and t...
We present the implementation and analysis of a study and research path (SRP) in Statistics for business administration students. An SRP is an instructional proposal developed within the Anthropological Theory of the Didactic based on the inquiry of open questions. Our analysis focuses on the in-process evolution of the SRP, as well as the qualitat...
Nuestra investigación se centra en la implementación de propuestas de enseñanza a nivel universitario que promuevan un cambio del paradigma pedagógico. Partimos del paradigma dominante en estas instituciones, principalmente basado en la visita de los saberes como si fueran monumentos, para avanzar hacia un paradigma más centrado en el estudio de cu...
Resumo Neste trabalho apresentamos um estudo das condições e restrições que incidem sobre um percurso de estudo e pesquisa (PEP) ao utilizá-lo para o ensino de cônicas (parábola, elipse e hipérbole) a um grupo de estudantes do terceiro ano do Ensino Médio de Itabaiana/Sergipe/Brasil. A pesquisa seguiu a metodologia da teoria antropológica do didáti...
In Brazil as in many other countries, there is a gap between the type of statistics preservice teacher learn in graduate programmes and the statistics they will teach at compulsory education. This paper presents the design of a study and research path for teacher education (SRP-TE), as a tool to reflect, develop, analyse, and experience teaching pr...
This paper addresses the didactic problem of how to work out a process of study related to systems of numeration that explicitly shows the raisons d’être of this piece of knowledge, that is the successive questions to which this mathematical organization gives an answer. Our analyses highlight the dependences between didactic and mathematical organ...
The aim of this paper is to design a training program to be implemented amongst secondyear Teacher Training students at the Complutense University of Madrid. The purpose of this training program is to respond to the question: «How can kindergarten pupils be taught to count?» In order to tackle this question, a more basic question of an epistemologi...
Implementing inquiry-oriented instructional proposals at the university level collides with many constraints related to the current pedagogical paradigm based on the transmission of previously established works of knowledge. One such constraint comes from defining subjects’ curricula by a set of topics to study, not questions to inquire. Our resear...
Teacher collaborative learning is key in teacher professional development. Yet, how teachers learn in cross-cultural professional development settings remains largely unexplored. This paper examines the case of a Chinese mathematics teacher who learned through addressing various challenges when teaching in an English school in a China-UK exchange p...
Research in teacher education is still a field dealing with open questions. One of these open fields is the incorporation of new pedagogical principles such as inquiry-based processes. In this transition encouraged by most national curricula, knowledge involved in study processes changes heavily: it moves from well-established and static knowledge...
How is the content of university programs selected and structured? How does it evolve? In the anthropological theory of the didactic, external didactic transposition designates the processes through which knowledge to be taught is delimited and developed for delivery within a school institution, including universities. This paper presents a first i...
Resumen: Presentamos una experiencia de recorrido de estudio e investigación (REI) llevado a cabo por los dos autores para determinar el foco de una parábola, una cuestión generatriz que surgió durante el diseño de una formación para futuros profesores de secundaria de matemáticas, en una actividad sobre hornos solares. Describimos el REI vivido ut...
Number of studies in didactics of statistics present proposals characterised as "project-based learning". We will present a critical review of these works in the light of the Herbartian schema to identify those elements that are most often called upon in the proposed projects, as well as those that seem to be least considered.
Keywords: Project-ba...
Resumen Presentamos una experimentación piloto de un recorrido de estudio e investigación (REI) para la enseñanza de la estadística en un segundo curso de grado en administración y dirección de empresas. El trabajo se sitúa en la teoría antropológica de lo didáctico y se propone avanzar en el problema de la integración de los REI en la enseñanza un...
This article is based on the panel on inquiry based mathematics education and the development of learning trajectories held at the VARGA 100 Conference. After an introduction presenting the theme and organization of the panel, this article focuses on the diversity of conceptualizations of inquiry based education existing today in mathematics educat...
The presence of bridging courses in the European university panorama has evolved from a simple spontaneous proposal to being part of a consolidated resource for new students in many universities. In Spain, the tendency points to the usual presence of these courses in almost all degrees containing mathematics in their first year. The analysis of dif...
ResumenMuchos problemas docentes están relacionados con la ausencia, en las instituciones escolares, de herramientas epistemológicas para diseñar, gestionar y evaluar procesos de estudio. Proponemos incluir entre dichas herramientas los mapas de cuestiones y respuestas que constituyen una representación parcial del modelo epistemológico de referenc...
RésuméNous présentons quelques éléments d'un projet de ressource en ligne multimédia adressée à des chercheurs internationaux qui veulent s’initier à la TAD. Le projet a été lancé par le comité exécutif de la International Commission on Mathematical Instruction (ICMI) pour produire un projet pour chaque médailliste Felix Klein et Hans Freudenthal.M...
RésuméNous développons l’idée que la recherche en didactique des mathématiques au niveau universitaire devrait étudier d’une manière plus systématique la transposition didactique externe. Après avoir présenté sommairement la recherche qui semble aller dans cette direction, nous commentons pourquoi et comment cette ligne pourrait se poursuivre dans...
ResumenLa profesionalización docente en la modalidad online se ha venido conformando como una oportunidad de formación para los profesores de matemáticas en servicio. El Programa de Matemática Educativa del Instituto Politécnico Nacional de México se fundó en el año 2000 y desde entonces ha ofrecido un dispositivo de formación a los profesores de d...
RésuméCette étude vise à exposer le progrès d'un projet de recherche doctorale dont l'objectif est d'analyser les limites et les possibilités d'un parcours d'étude et de recherche (PER) en tant que stratégie didactique pour faire face au paradigme monumentaliste des mathématiques scolaires. Nous ne présentons dans ce rapport que les résultats préli...
La théorie anthropologique du didactique attribue un rôle déterminant au questionnement du savoir mathématique et propose comme outil d’analyse l’élaboration de modèles épistémologiques de référence (MER). Nous présentons un MER du développement de l’algèbre scolaire qui s’inscrit dans un modèle plus large permettant d’articuler l’arithmétique, l’a...
The anthropological theory of the didactic sets out the questioning of mathematical knowledge as playing a decisive role, and proposes the development of reference epistemological models (REMs) as an analytical tool. We present a REM of the development of school algebra that fits into a broader model connecting arithmetic, algebra, relative numbers...
https://www.routledge.com/Working-with-the-Anthropological-Theory-of-the-Didactic-in-Mathematics/Bosch-Chevallard-Garcia-Monaghan/p/book/9780367187705
. . . . . . . This book presents the main research veins developed within the framework of the Anthropological Theory of the Didactic (ATD), a paradigm that originated in French didactics of mathema...
El desarrollo profesional online del profesorado permite articular la difusión de nuevas propuestas basadas en la investigación didáctica con la experiencia del docente y sus dificultades para integrarlas en el aula. Presentamos una investigación sobre el diseño e implementación de Unidades de Aprendizaje online y a distancia para profesores de mat...
We present a methodology for the reconstruction of a mathematical praxeology for teaching based on study and research paths for teacher education. This methodology is illustrated through the construction of a praxeology for teaching that emerges as an answer to the generating question: “How to organize the teaching of about elementary functional mo...
Taking the example of teaching mathematical modelling in university degrees, this paper focuses on how the unit of analysis adopted by different research frameworks in mathematics education transforms a teaching problem into a research one. The transformation starts by including a specific way of conceiving not only the activity of modelling but al...
Se presenta el desarrollo de un curso en línea de formación del profesorado titulado “Naturaleza del pensamiento matemático”. El curso tiene como objetivo aportar herramientas para el cuestionamiento epistemológico y didáctico utilizando como principal herramienta el modelo praxeológico de referencia asociado a un recorrido de estudio e investigaci...
Presentamos los principales elementos de un REI para la formación del profesorado (REI-FP) online y a distancia que hemos diseñado, experimentado y evaluado utilizando el esquema herbartiano como herramienta principal de análisis. Mostramos la potencia de esta nueva herramienta de análisis, especialmente para emanciparse de las formas tradicionales...
En la Teoría Antropológica de lo Didáctico (TAD), el diseño de tareas se integra dentro de su metodología experimental planteada en términos de ingeniería didáctica. La implementación de nuevas organizaciones de enseñanza y aprendizaje, basadas en nuevas formas de concebir las actividades matemáticas escolares, se inscribe en una problemática epist...
Resumo Neste artigo, apresentamos um recorte de um estudo sobre as relações pessoais de um grupo de estudantes do Ensino Superior de Tecnologia em Gestão Comercial, submetidos a um Percurso de Estudo e Pesquisa - PEP. Focamos aqui no processo de implementação e experimentação do PEP e a análise dos gestos didáticos encontrados durante este processo...
This chapter presents the French didactic tradition. It first describes the emergence and development of this tradition according to four key features (role of mathematics and mathematicians, role of theories, role of design of teaching and learning environments, and role of empirical research), and illustrates it through two case studies respectiv...
After more than 10 years of designing, implementing and analysing study and research paths (SRP) at university level, we present a retrospective analysis of the SRP implemented in different university degrees. We focus on the main methodological tools for the SRP design and managing, together with some results about their viability at university le...
An open issue in Project and Problem Based Learning (PjBL and PBL) research is how the project topic or the “problem” can be selected or constructed systematically. This issue has been investigated in the field of didactics of mathematics and one of the proposed teaching formats is “study and research paths” (SRPs) based on the principles of the An...
En este trabajo llevamos a cabo un análisis de los diferentes libros de textos utilizados en la Formación de Maestros en España en torno a los Sistema de Numeración. Mostraremos que las cuestiones problemáticas a las que responde la Numeración están prácticamente ausentes tanto en la enseñanza “clásica” como en los desarrollos posteriores de ésta q...
In this paper we present an exploratory study on the kind of questions or difficulties lecturers point out at the beginning of an educational course-to be addressed in it. These questions happen to be very general and are poorly connected to the knowledge to be taught. We suggest a twofold interpretation of this phenomenon. On the one hand, and in...
Study and research path (SRP) is an inquiry-based teaching format grounded in the Anthropological Theory of the Didactic. One of the specific characteristics of SRP is its task-design basis, which includes explicitly questioning the knowledge at stake in study processes. In this work, we propose general guidelines for the design of SRPs for Enginee...
What is questioned and what is taken for granted when carrying out research into the teaching of a given mathematical topic such as Group Theory? This paper presents two different questioning procedures using the methodological tools provided by the Anthropological Theory of the Didactic (ATD). The first one, leading to an undergraduate instruction...
Lecturers' professional activity is, at least, twofold: research and teaching. However, their professional development is generally mostly based on research achievements and little effort is made to empower lecturers overcome the difficulties experienced during their teaching activities. We postulate that didactics of mathematics can be a powerful...
Considering the general problem of integrating mathematical modelling into current educational systems, this paper focuses on the ecological dimension of this problem—the institutional constraints that hinder the development of mathematical modelling as a normalised teaching activity—and the inevitable step of the professional development of teache...
The notion of “praxeology” from the anthropological theory of the didactic (ATD) can be used as a framework to approach what has recently been called the networking of theories in mathematics education. Theories are interpreted as research praxeologies, and different modalities of “dialogues” between research praxeologies are proposed, based on alt...
We present the design of a professional development course for in-service university lecturers. Participants are teachers in an Engineering School and all of them use mathematics as a service subject. The course is based on the methodology of " study and research paths for teacher education " (SRP-TE) proposed by Barquero et al (2015) within the fr...
We discuss a course on mathematical modelling implemented in a Master’s Programme for in-service secondary mathematics teachers using an online modality. The course adopts the SRP-TE methodology proposed by Ruíz-Olarría (2015) and satisfies the principles of online participation suggested by Scott (2010). Our goal is to provide teachers with tools...
We present the design process of a Study and Research Path (SRP) in a course of
General Elasticity, which is part of a degree in Mechanical Engineering. General
Elasticity is a field in which mathematical modelling is very much present. In fact, it
cannot be conceived without mathematics. We take the observation of several didactic
facts associated...
This book examines the kinds of transitions that have been studied in mathematics education research. It defines transition as a process of change, and describes learning in an educational context as a transition process. The book focuses on research in the area of mathematics education, and starts out with a literature review, describing the epist...
