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Movies and TV fragments in mathematics: Epistemic suitability of instructional designs

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dc.contributor.authorBeltrán Pellicer, Pablo
dc.contributor.authorMedina, Antonio
dc.contributor.authorQuero Gervilla, María Mercedes
dc.date.accessioned2024-12-26T08:05:30Z
dc.date.available2024-12-26T08:05:30Z
dc.date.issued2018
dc.descriptionLa versión registrada de este artículo, publicado por primera vez en International Journal of Innovation in Science and Mathematics Education, 26 (1), pp. 16-26, está disponible en línea en el sitio web del editor: file:///C:/Users/34610/Downloads/12126-85-34318-1-10-20180122-1.pdf. The copyrighted version of this article, first published in International Journal of Innovation in Science and Mathematics Education, 26 (1), pp. 16-26, is available online at the website editor: file:///C:/Users/34610/Downloads/12126-85-34318-1-10-20180122-1.pdf.
dc.description.abstractThere are plenty of books, journals and online sites devoted to the relationship between mathematics and cinema, and its educational applications, whose interest is to explore the pertinence of the instruction processes that can be designed around this resource. Instead of watching a full production, mathematics teachers that include movies and TV series in their classroom sessions, usually show short fragments, so the first step should be to consider these fragments alone to identify the mathematical objects and the involved meanings and representations. For this purpose, we use some theoretical notions from the Onto-Semiotic Approach to research in mathematics education, applying them to three excerpts from a movie and to some typical tasks designed based on them. The analysis of the involved mathematical content allows to reflect about the epistemic suitability of the instruction process, in terms of how aligned they are with the institutional meanings. The results show that it is possible to achieve a high suitability level but, most importantly, that this kind of analysis promotes teacher reflection to design teaching and learning processes.en
dc.description.versionversión publicada
dc.identifier.citationBeltrán-Pellicer, P, Medina, A. & Quero-Gervilla, M. (2018): Movies and TV fragments in mathematics: Epistemic suitability of instructional designs. International Journal of Innovation in Science and Mathematics Education, 26 (1), pp. 16-26. file:///Users/mercedes/Downloads/12126-85-34318-1-10-20180122.pdf
dc.identifier.issn2200-4270
dc.identifier.urihttps://hdl.handle.net/20.500.14468/25057
dc.journal.issue1
dc.journal.titleInternational Journal of Innovation in Science and Mathematics Education (IJISME)
dc.journal.volume26
dc.language.isoen
dc.page.final26
dc.page.initial16
dc.publisherUniversity of Sydney
dc.relation.centerFacultad de Educación
dc.relation.departmentDidáctica, Organización Escolar y Didácticas Especiales
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
dc.subject53 Ciencias Económicas::5312 Economía sectorial::5312.04 Educación
dc.subject.keywordsSecondary educationen
dc.subject.keywordsmedia literacyen
dc.subject.keywordsonto-semiotic approachen
dc.subject.keywordsfiction mediaen
dc.subject.keywordsmathematics education learningen
dc.titleMovies and TV fragments in mathematics: Epistemic suitability of instructional designsen
dc.typeartículoes
dc.typejournal articleen
dspace.entity.typePublication
relation.isAuthorOfPublication1dcb6c40-c57b-4bf0-a448-27d10702a3a1
relation.isAuthorOfPublication.latestForDiscovery1dcb6c40-c57b-4bf0-a448-27d10702a3a1
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