The viability of a theoretical model to analyse teaching and learning mathematical processes is presented in the paper. It is a model with five levels of analysis that are jointly applied to a classroom episode. We have constructed the model in order to describe (what has happened here?), explain (why has it happened?) and evaluate (what could be improved?) instruction processes in the mathematics classroom. Our work is based on a theoretical synthesis of aspects of the onto-semiotic approach applied to mathematical knowledge and instruction. Although some parts of the model are specific to mathematical activity, researchers from other educational areas can adapt them so that they can be used effectively to analyse other types of educational practices. The application of the model primarily seeks to provide a solid evaluation of the educational suitability of mathematics instruction processes. © 2010 Fundación Infancia y Aprendizaje.
- Classroom practices
- Educational suitability
- Mathematical objects and processes
- Onto-semiotic approach
- Semiotic conflicts
- Teaching and learning mathematics