Construction of the mathematical subject: synergy in mathematics education
Abstract
Abstract This essay explores the potential synergy between Gagné's (1987) theories of conditions for learning and Radford's (2014, 2023) objectification within the context of mathematics education. It analyzes how Radford's theories of objectification, subjectivation, and joint work can complement Gagné's proposed teaching events, such as capturing attention, stating learning objectives, stimulating prior recall, providing guidance, eliciting performance, offering feedback, assessing performance, and enhancing retention and generalization, all aimed at promoting meaningful and deep learning. Furthermore, the significance of considering both cognitive and socioepistemological aspects in designing mathematical strategies is emphasized, and teaching events resulting from the synergy of both theories are proposed. The essay concludes with a reflection on the relevance and potential of this synergy in the field of mathematics education, along with suggesting future research directions to further explore this integrated perspective in mathematical instruction. Keywords: active learning, basic education, training, instruction, pedagogical practice.
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