The Same and the Different: On Semantization and Instrumentalization Practices in the (Maths) Classroom

Tomáš Janík, Jan Slavík, Petr Najvar and Darina Jirotková

SAGE Open, 2020, vol. 10, issue 3, 2158244020950380

Abstract: 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.

Keywords: educational content; teaching; learning; semantization and instrumentalization practices; didactics (search for similar items in EconPapers)
Date: 2020
References: View complete reference list from CitEc
Citations: View citations in EconPapers (1)

Downloads: (external link)
https://journals.sagepub.com/doi/10.1177/2158244020950380 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:10:y:2020:i:3:p:2158244020950380

DOI: 10.1177/2158244020950380

Access Statistics for this article

More articles in SAGE Open
Bibliographic data for series maintained by SAGE Publications ().