Arzarello, F., Cusi , A., Garuti, R, Malara, N.A., Martignone, F., Robutti, O., Sabena, C.. (2014). Meta-didactic transposition: a theoretical model for teachers’ education programs.
Arzarello, F., Cusi , A., Garuti, R, Malara, N.A., Martignone, F., Robutti, O., Sabena, C.. (2014). Meta-didactic transposition: a theoretical model for teachers’ education programs. In Clark-Wilson, A., Robutti, O., Sinclair N. (Eds.), The Mathematical Teacher in the Digital Era. Berlin: Springer, pp 347-372. ISBN 978-94-007-4637-4
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We propose a new model for framing teacher education projects that takes both the research and the institutional dimensions into account. The model, which we call Meta-didactical Transposition , is based on Chevallard’s anthropological theory and is complemented by relevant elements that focus on the specificity of both researchers’ and teachers’ roles, while enabling a description of the evolution of their praxeologies over time. The model is illustrated with examples from different Italian projects, and it is discussed in light of current major research studies in mathematics teacher education.
