Research on the mathematical behavior of children over the past forty decades has considerably renewed and augmented the body of evaluative tests of the results of learning (Lester, 2007). Research however, has provided very little knowledge about the means of improving students’ performance on these tests. Nevertheless teachers, students, and others are being pressured to improve students’ performance, but in order to concentrate on basic skills, the learning itself is made more difficult and slower. The combination of requirements has led to a variety of uncontrolled phenomena such as meta-didactical slippage (Brousseau, 2008). The purpose of this study was to: (a) understand the nature of meta-didactical slippage that occurred in a ninth grade predominantly African American mathematics classroom; and (b) describe how these meta-didactical slippages affect students conceptual understanding on a unit of study of ninth grade mathematics. The study was a descriptive, qualitative, case study that employed ethnographic techniques of data collection and analysis. The theory of didactical situations in mathematics (Brousseau, 1997) served as the theoretical lens that grounded the interpretation of the data, because it enabled the researcher to isolate moments of instruction, action, formulation, validation, and institutionalization in the mathematics teaching and learning process. The study was conducted over a period of 15 weeks in one, ninth grade class of 23 predominantly African American students at a high school in a southeastern state. Data was crystalized using multiple data collection techniques: (a) collection of document artifacts, which included student work samples and teacher lesson plans; (b) interviews conducted with the teacher; (c) researcher introspection; and (d) direct observation. Data was analyzed using ethnographic and discourse analysis techniques, including domain analysis, coding, situated meaning, and the big “D” discourse tool. The study found four themes, which illustrated the nature meta-didactical slippages: (a) over-teaching, (b) situational bypass, (c) language and symbolic representation, and (d) the design of didactical situations.

Matematikundervisningen har en flera hundra år lång historia och matematik är idag ett av de ämnen i grundskolan som det undervisas mest i. Trots det visar resultatet från den internationella undersökningen PISA 2022 att elever i den svenska skolan presterar lågt i jämförelse med tidigare PISA-studier i ämnet matematik. Forskning visar att det är lärarens kompetens som är den mest väsentliga faktorn för elevernas lärande och därmed behövs nya perspektiv på lärarens undervisning i matematik. Något som har väckt stort internationellt intresse under de senaste femton åren är den franska undervisningen i matematik där Brousseaus teori om didaktiska situationer i matematik är en central del. Därför är syftet med denna litteraturstudie att lyfta teorin samt hur forskningen använder den. Resultatet visar att teorin kan användas som undervisningsdesign för att främja elevernas lärande och som ett framgångsrikt verktyg för att observera och analysera lärares roll i undervisningen. Dessutom används teorin som grund för ett undervisningsprogram.

This thesis deals with the possible way to use the Theory of didactic situations in the second level of Czech primary schools. The main topic of the experiment is the introduction of functions in the 9th grade of primary schools. The entire work is divided into two parts - theoretical and experimental. The theoretical part is focused on introduction of the Theory of didactic situations and processing the topic in the educational materials used in the Czech Republic. It also deals with the historical development of the topic of functions in the Czech curricula. In this context, the author conducted a survey, the purpose of which was primarily the view of a primary school mathematics teacher on teaching of functions and on changes that recently accompany the Czech school system. In the experimental part, the author presents detailed information about the educational block processed and implemented according to the principles of the Theory of didactic situations. The aim of the experiment was to watch the reaction of students to the concept of teaching according to the Theory of didactic situations and to evaluate their success in relation to the desired outcomes of the topic. The thesis describes the preparation, progress and evaluation of the prepared educational unit.

Orientador: Maria Celeste Consolin Dezotti / Banca: Flávio Ribeiro de Oliveira / Banca: Edvanda Bonavina da Rosa / Resumo: Esta dissertação de Mestrado intitulada "Modos de expressão do discurso didático n'Os trabalhos e os Dias de Hesíodo" propõe a análise da estrutura textual do poema hesiódico, de modo a descrever os recursos textuais usados pelo poeta para compor um texto de natureza exortativa e didática. Com a finalidade de ensinar seu irmão Perses a viver honestamente, por meio dos frutos do próprio trabalho, Hesíodo escreve seu poema, discorrendo a respeito da justiça de Zeus e da dimensão religiosa do trabalho. Para isso, o poeta apropria-se de uma série de expedientes linguísticos que validam a classificação de seu poema como um discurso didático. Entre eles: o uso das narrativas míticas, que possuem um caráter norteador; os versos que acionam a função conativa da linguagem, nos termos em que Jakobson a definiu (1973, p. 125), versos que são dirigidos para uma segunda pessoa; o uso de formas verbais apropriadas ao aconselhamento (como imperativos e infinitivos); a frequente apresentação de máximas que condensam um ensinamento, muitas delas construídas com aoristos gnômicos; uma tipologia dos sujeitos com as passagens que caracterizam o sujeito-didata, Hesíodo, e as que caracterizam os sujeitosaprendizes, Perses e os reis de Ascra e assim por diante. A busca e a descrição desses expedientes é, precisamente, o que nos compete nesta pesquisa / Abstract: This Master's Degree dissertation entitled "Manners of expression of the didactical speech in Work and Days of Hesiod" proposes the analysis of the textual structure in the hesiodic poem, so as to describe the textual resources used by the poet to compose a text of exhorting and didactic nature. With the aim of teaching his brother Perses to live honestly, by his own work, Hesiod writes his poem, discoursing upon the justice of Zeus and of the religious dimension of work. For this, the poet has appropriated a series of linguistics expedients that validate the classification of his poem as a didactical speech. Among them: the use of mythical narratives that have a guiding character; the verses that put in action the conative function of the language, in the terms that Jakobson defined (1973, p. 125), verses that are directed to a second person; the use of appropriated verbal forms for advising (as imperative and infinitive); the frequent presentation of maxims that condense a teaching, many of them constructed with gnomic aorists; a typology of the subjects with the passages that characterize the didactical-subject, Hesiod, and the ones that characterize the apprentice-subject, Perses and the kings of Ascra and so forth. We are precisely entitled to do the search and the description of these expedients in this research / Mestre

This study focuses on science education in primary school. The aim is to systematize and exemplify the content in primary science, not only scientific content but everything surrounding teaching in science, in the forms of a didactical model. The study was performed in grades 1-3 (ages 7-10) in a Swedish primary- and lower secondary school. Four primary school teachers and their classes were followed in their teaching in science education. The empirical data consists of field notes, video- and audio recordings from in total 17 science lessons. The results show how science education in primary school contains much more than just teaching a scientific content. The results also show how teachers, in relation to, and simultaneously with, the scientific content, also teach students in speaking, reading, writing and in social interaction with others. The three types of content areas that were identified were systematized into a didactical model called ‘didactic score’. The didactic score highlights that all these parts in the teaching situation is performed simultaneously, but that different parts may be fore fronted and other parts may be put in the background during the process of teaching. The teacher has a prominent role in directing the students’ attention towards the different parts in the didactic score, in order to give the students conditions for creating continuity in the learning process.

The main purpose of this diploma thesis was to develop a standardized test on the knowledge of ecology for grammar school pupils and to test it at particular schools. The situation on ecology knowledge testing in the Czech Republic is analyzed in the first section of the thesis, followed by a theory of didactical tests structure. The responses from 231 pupils (122 version A, 109 version B) were collected, analyzed, compared and discussed.

Diploma thesis deals with didactic logistics in international trade, which is taught in the business academies focusing on business in foreign trade. Individual themes of logistics subject matter contained in the subject "Economics of Foreign Trade." The thesis is divided into several parts, when the introduction is devoted to general educational programs and school curricula. After the scheme of education system in the Czech Republic follows the theoretical treatment of individual content parts logistics, which should serve as a basis for teachers in the classroom. The final part focuses on practical examples and questions on logistics help to verify the students' knowledge.

This thesis deals with the comparison of didactical equipment of Chemistry Textbooks for Basic Schools in the Czech Republic. The first part of the thesis is dedicated to the theory of textbooks and their research within it. The next part, which includes comparison of the textbooks, is pursued by the author from the perspective of two methods: the first being The Degree of Didactical Equipment and the second one The Determination of Didactical Criterion. According to the results of this thesis, the Chemistry Textbooks for Basic Schools in the Czech Republic are alike in its didactical equipment. There are similar structural components in each analysed textbook. There were found only small differences between the best didactically equipped textbooks (the textbooks of the publishers Nová škola and Fraus) and those with the lowest outcome (the textbooks of the publisher Taktik), although the time period between publishing the newest and the oldest textbook is more than 25 years. Due to homogeneity of the results and therefore lower possibility of comparing textbooks the method of the Determination of Didactical Criterion was applied. The method does not offer the final account of the most suitable textbook for school education but it presents different view of analysed textbooks, for example the...

A pesquisa desenvolvida tem o objetivo geral de analisar com a literatura pedagógica na relação com a legislação oferece bases para compreender o estágio curricular supervisionado como possibilidade para o desenvolvimento profissional dos docentes formadores que atuam em cursos de licenciatura e nos cursos do ensino médio integrado numa instituição de educação profissional tecnológica. Os objetivos específicos são: caracterizar os fatores históricos-teóricos-legais da formação de professores da Educação Profissional e Tecnológica; identificar as concepções de formação de professores na Licenciatura em Física; identificar as concepções de estágio na legislação educacional e no projeto pedagógico do curso de Licenciatura em Física; compreender teoricamente o potencial das atividades de estágio para o desenvolvimento profissional e a profissionalidade dos docentes da instituição formadora. E por questão central compreender as relações entre o campo da formação específica do ensino da física e o campo de conhecimento da pedagogia e da didática, a partir da prática do estágio no curso investigado. A teoria da pedagogia históricocrítica e da didática como eixo fundamental da ação pedagógica constituem seus fundamentos teóricos para compreensão da problemática e construção da materialidade sócio-histórica-educacional no âmbito da formação de professores para educação básica na realidade brasileira, na qual o ensino de física está situado. As análises dos dados são apoiadas em Freire (1982), Saviani (1996), Pimenta (2012), Pimenta e Lima (2017), Almeida (2012), Almeida e Pimenta (2014), Marin (2009), Kuenzer (2013), Franco (2015), Libâneo (2012), Imbernón (2010), Nóvoa (2009, 2017). Esses autores nos permitem compreender os conceitos de práxis educacional, estágio crítico-reflexivo, mediação didático-pedagógica, profissionalidade e desenvolvimento profissional. Coerente a esse referencial teórico e à natureza do objeto da pesquisa os autores Minayo (2014), Pinto (1969) e Frigotto (2010) nos permitem sustentar a escolha e a realização da pesquisa qualitativa, com vistas à compreensão do fenômeno e a escolha dos procedimentos e instrumentos que foram utilizados para a coleta de dados. As análises foram elaboradas conforme a Análise de Conteúdo Bardin (2011). A categoria da supervisão e orientação didático-pedagógico da área de conhecimento específico e área de formação pedagógica se configurou como uma possibilidade de compreensão sobre a materialidade do curso de licenciatura e da prática pedagógica do estágio no sentido de reconfigurar as condições do trabalho docente. Em síntese, a prática do estágio ampliará o desenvolvimento profissional dos docentes supervisores quando situado no contexto histórico formativo, político e social, na medida em que atividade individual de supervisão do estágio for superada pela realização de atividades coletivas que transformam o modo dos licenciandos vivenciarem a formação inicial, ao tempo que ampliando as possibilidades formativas compreendam os fundamentos do seu trabalho como instrumento humanizador do processo de ensino e aprendizagem, os sujeitos o tornem também em elemento humanizador de si próprios na e pela práxis. / The presented research\'s intent is to analyse with pedagogical literature in the relation with legislation offers bases to understand the supervised curricular stage as a possibility of professional development of supervisor teachers who work on licensure and high school courses linked to a professional technological institute of education. The specific intents are: to characterize the historical-theoretical-legal factors during formation of teachers who act on Professional and Technological Education; to identify the conceptions of formation of teachers on Licensure on Physics; to identify the conceptions on stage and on Educational Legislation and on pedagogical project on Licensure on Physics; to understand theoretically the potential of stage activities for professional development and the professionality of teachers from supervisor institution. And as main point to understand the relations between the field of specific formation on physics teaching and the field of knowledge of pedagogy and didactics throught the pratice of stage in the investigated course. The theory of historicalcritical pedagogy and of didactics as main axis of pedagogic effort constitute their theoric cornerstones to understand the problem and construction of social-historical-critical materiality about the formation of teachers for elementary education at brazilian reality, where the teaching of physics is at. The data analyses are supported by Freire (1982), Saviani (1996), Pimenta (2012), Pimenta and Lima (2017), Almeida (2012), Almeida and Pimenta (2014), Marin (2009), Kuenzer (2013), Franco (2015), Libâneo (2012), Imbernón (2010), Nóvoa (2009, 2017). Those authors allow us comprehend the concepts of educationl praxis, critical-reflexive stage, didactical-pedagogical mediation, professionality and professional development. Following the theorethical reference and the provenance of research target the authors Minayo (2014), Pinto (1969) and Frigotto (2010) allow us sustain te choice and achievement of the qualitative research, aiming at the comprehension of that phenomenon and the choice of procedures and tools which were used during the data collection. The analyses were formulated according to the Bardin\'s Content Analysis (2011). The category of didactical-pedagogical supervision and orientation of the specific knowledge area and pedagogical formation area was set as a comprehension possibility about materiality of licentiate course and of pedagogical pratice of the stage aiming to reset the teacher\'s working conditions. Finally, the pratice of stage will improve the professional development of supervisor teachers when they\'re placed in the historical, political and social context, as the supervisoring individual activity is overcome by achievement of collective activities which transmute the way in which the licentiate students live the initial formation, as they improve the formative possibilities understanding the cornerstones of their work as a tool which will humanize the teaching and learning processes, the subjects make of it a humanizator element of themselves in and by the praxis.

The aim of this diploma thesis is to create a collection of didactic games, which can be used in the primary school classes. I have been inspired by the Framework Education Programme. The Framework Education Programme contains the educational area of Mathematics and its Application, which supports the formation and the development of key competences, and also a new thematic section called Unusual Application Tasks and Problems.