Using the Didactical Suitability Criteria tool when assessing mathematics learning sequences

Abstract

This article uses the didactic analysis tool called Didactic Suitability Criteria (DSC) to assess the didactic sequences developed by teachers who have completed a qualified course at the University of Panama. This tool has been developed within the framework of the OntoSemiotic Approach (OSA), proving useful for this type of action, as validated by previous research. In this research, a systematic use of DSCs is proposed by applying an ordinal scale (Likert type) with four positions to quantify each of the criteria and thus evaluate the didactic sequences. The researchers (one of whom is the teacher trainer) discussed the didactic sequences developed by the teachers, based on the classroom recordings, where the analysis allowed them to draw conclusions about the didactic decisions made by the teachers. The use of DSCs reveals strengths and weaknesses in the teachers’ teaching sequences. The analysis of the didactic sequences’ suitability presented by the teachers suggests that the qualified course has served to improve their competence in didactic analysis, although evidence has also been found suggesting that previous teaching experience also provides important elements that explain a greater suitability in some criteria considered in the analysis.

Keywords:
Didactic Suitability Criteria; Mathematics Teacher Training; Assessment