LITERATURE REVIEW
Advances and trends in research on mathematical working spaces: A systematic review
 
More details
Hide details
1
Department of Mathematics, Physics and Statistics, Faculty of Basic Sciences, Universidad Católica del Maule, Talca, CHILE
 
2
UFR of Mathematics, André Revuz Didactic Laboratory, Université Paris Cité, Paris, FRANCE
 
 
Online publication date: 2024-05-07
 
 
Publication date: 2024-06-01
 
 
EURASIA J. Math., Sci Tech. Ed 2024;20(6):em2450
 
KEYWORDS
ABSTRACT
This study addresses the research developed around the theory of mathematical working spaces (MWS). To this end, factors such as researchers’ country of origin are considered, as well as methodological characteristics, proposed objectives in each study, specific theoretical factors, and the links between MWS and other theoretical perspectives. This systematic review follows the guidelines stated by reporting items for systematic reviews and meta-analyses for documenting each stage of the review. In total, 102 studies were considered from databases including Dialnet, SciElo, Scopus, and Web of Science. The results help to illustrate research trends in MWS theory, as well as the possibility of fertile ideas for new studies and future lines of research for those interested in this theoretical approach.
 
REFERENCES (47)
1.
Bikner-Ahsbahs, A., Knipping, C., & Presmeg, N. (2015). Approaches to qualitative research in mathematics education: Examples of methodology and methods. Springer. https://doi.org/10.1007/978-94....
 
2.
Carrillo, J., Flores-Medrano, E., Contreras, L. C., & Climent, N. (2015). El profesor en el marco de los ETM el papel del MTSK como modelo de conocimiento [The teacher in the framework of the ETM the role of the MTSK as a model of knowledge]. In I. M. Gómez-Chacón, J. Escribano, A. Kuzniak, & P. R. Richard (Eds.), Proceedings of the 4th ETM Symposium (pp. 459-469). Universidad Complutense de Madrid.
 
3.
Cevikbas, M., Kaiser, G., & Schukajlow, S. (2022). A systematic literature review of the current discussion on mathematical modelling competencies: State-of-the-art developments in conceptualizing, measuring, and fostering. Educational Studies in Mathematics, 109(2), 205-236. https://doi.org/10.1007/s10649....
 
4.
Coutat, S., & Richard, P. (2011). Les figures dynamiques dans un espace de travail mathématique pour l’apprentissage des propriétés géométriques [Dynamic figures in a mathematical workspace for learning geometric properties]. Annales de Didactique et de Sciences Cognitives [Annals of Didactics and Cognitive Sciences], 16, 97-126.
 
5.
Creswell, J. W., & Creswell, J. D. (2023). Research design. Qualitative, quantitative and mixed methods approches (6th Edn.). SAGE.
 
6.
Derouet, C., & Parzysz, B. (2016). How can histograms be useful for introducing continuous probability distributions? ZDM Mathematics Education, 48(6), 757-773. https://doi.org/10.1007/s11858....
 
7.
Derouet, C., Nechache, A., Richard, P. R., Vivier, L., Gómez-Chacón, I. M., Kuzniak, A., Maschietto, M., & Montoya-Delgadillo, E. (2023). Actes du Septième Symposium d’Étude sur le Travail Mathématique [Proceedings of the Seventh Mathematical Work Study Symposium]. IREM de Strasbourg.
 
8.
Gaona, J., & Arévalo-Meneses, F. (2023). Análisis bibliométrico temático de 37 revistas especializadas en investigación en educación matemática indexadas en Scopus y Web of Science [Thematic bibliometric analysis of 37 journals specialized in mathematics education research indexed in Scopus and Web of Science]. https://osf.io/preprints/edarx....
 
9.
Gómez-Chacón, I. M., Botana, F., Escribano, J., & Abánades, M. (2016a). Concepto de lugar geométrico. Génesis de utilización personal y profesional con distintas herramientas [Geometric locus concept. Genesis of personal and professional use with different tools]. Bolema [Bulletin], 30(54), 67-94. https://doi.org/10.1590/1980-4....
 
10.
Gómez-Chacón, I. M., Kuzniak, A., & Vivier, L. (2016b). El rol del profesor desde la perspectiva de los espacios de trabajo matemático [The role of the teacher from the perspective of mathematical work spaces]. Bolema [Bulletin], 30(54), 1-22. https://doi.org/10.1590/1980-4....
 
11.
Gómez-Chacón, I. M., Romero Albaladejo, I. M., & del Mar García López, M. (2016c). Zigzagging in geometrical reasoning in technological collaborative environments: A mathematical working space-framed study concerning cognition and affect. ZDM Mathematics Education, 48(6), 909-924. https://doi.org/10.1007/s11858....
 
12.
Gómez-Chacón, I. M., Escribano, J., Kuzniak, A., & Richard, P. (2015). Proceedings of the 4th ETM Symposium. Universidad Complutense de Madrid.
 
13.
Gómez-Chacón, I. M., Kuzniak, A., Nikolantonakis, K., Richard, P., & Vivier, L. (2017). Proceedings of the 5th ETM Symposium. University of Western Macedonia.
 
14.
Gough, D., Oliver, S., & Thomas, J. (2012). An introduction to systematic reviews. SAGE.
 
15.
Henríquez-Rivas, C., & Kuzniak, A. (2021). Profundización en el trabajo geométrico de futuros profesores en entornos tecnológicos y de lápiz y papel [Deepening the geometric work of future teachers in technological and pencil and paper environments]. Bolema, 35(71), 15501572. https://doi.org/10.1590/1980-4....
 
16.
Henríquez-Rivas, C., & Montoya-Delgadillo, E. (2015). Espacios de trabajo geométrico sintético y analítico de profesores y su práctica en el aula [Synthetic and analytical geometric workspaces of teachers and their practice in the classroom]. Enseñanza de las Ciencias, 33(2), 5170. https://doi.org/10.5565/rev/en....
 
17.
Henríquez-Rivas, C., & Montoya-Delgadillo, E. (2016). El trabajo matemático de profesores en el tránsito de la geometría sintética a la analítica en el liceo [The mathematical work of teachers in the transition from synthetic geometry to analytics in high school]. Bolema, 30(54), 4566. https://doi.org/10.1590/1980-4....
 
18.
Henríquez-Rivas, C., Guerrero-Ortiz, C., & Barrera, A. (2021). Trabajo matemático de profesores universitarios: Heurísticas de solución de una tarea [Mathematical work of university professors: Heuristics for solving a task]. Educación Matemática, 33(3), 233262. https://doi.org/10.24844/EM330....
 
19.
Henríquez-Rivas, C., Kuzniak, A., & Masselin, B. (2022). The idoine or suitable MWS as an essential transition stage between personal and reference mathematical work. In A. Kuzniak, E. Montoya-Delgadillo, & P. R. Richard (Eds.), Mathematical work in educational context: The perspective of the theory of Mathematical Working Spaces (pp. 121-146). Springer. https://doi.org/10.1007/978-3-....
 
20.
Henríquez-Rivas, C., Ponce, R., Carrillo, J., Climent, N., & Espinoza-Vásquez, G. (2021). Trabajo matemático de un profesor basado en tareas y ejemplos propuestos para la enseñanza [Mathematical work of a teacher based on tasks and examples proposed for teaching]. Enseñanza de Las Ciencias, 39(2), 123142. https://doi.org/10.5565/rev/en....
 
21.
Houdement, C., & Kuzniak, A. (1996). Autours des stratégies utilisées pour former les maîtres du premier degré en mathématiques [Around the strategies used to train primary school teachers in mathematics]. Recherches en Didactique des Mathématiques, 16(3), 283-312.
 
22.
Houdement, C., & Kuzniak, A. (1999). Un exemple de cadre conceptuel pour de l'enseignement de la géométrie en formation des maîtres [An example of a conceptual framework for teaching geometry in teacher training]. Educational Studies in Mathematics, 40, 283-312. https://doi.org/10.1023/A:1003....
 
23.
Kuckartz, U., & Rädiker, S. (2023). Qualitative content analysis: Methods, practice and software. SAGE. https://doi.org/10.4324/978100....
 
24.
Kuzniak, A. (2006). Paradigmes et espaces de travail géométriques. Éléments d'un cadre théorique pour l'enseignement et la formation des enseignants en géométrie [Paradigms and geometric workspaces. Elements of a theoretical framework for teaching and teacher training in geometry]. Canadian Journal of Science, Mathematics and Technology Education, 6(2), 167187. https://doi.org/10.1080/149261....
 
25.
Kuzniak, A. (2011). L'Espace de Travail Mathematique et ses genèses [The mathematical workspace and its genesis]. Annales de Didactique et de Sciences Cognitives, 16, 9-24.
 
26.
Kuzniak, A. (2014). Travail mathématique et domaines mathématiques [Mathematical work and mathematical domains]. Revista Latinoamericana de Investigación En Matemática Educativa, 17(4II), 385399. https://doi.org/10.12802/relim....
 
27.
Kuzniak, A. (2018). Thinking about the teaching of geometry through the lens of the theory of geometric working spaces. In P. Herbst, U. Cheah, P. Richard, & K. Jones (Eds.), International Perspectives on the Teaching and Learning of Geometry in Secondary Schools. ICME-13 Monographs (pp. 5-21). Springer. https://doi.org/10.1007/978-3-....
 
28.
Kuzniak, A. (2022). The theory of mathematical working spaces theoretical characteristics. In A. Kuzniak, E. Montoya-Delgadillo, & P. Richard. Mathematical work in educational context: The perspective of the theory of mathematical working spaces (pp. 3-31). Springer. https://doi.org/10.1007/978-3-....
 
29.
Kuzniak, A., & Nechache, A. (2021). On forms of geometric work: A study with pre-service teachers based on the theory of Mathematical Working Spaces. Educational Studies in Mathematics, 106(2), 271289. https://doi.org/10.1007/s10649....
 
30.
Kuzniak, A., & Richard R., P. (2014). Espacios de trabajo matemático. Puntos de vista y perspectivas [Mathematical workspaces. Points of view and perspectives]. Revista Latinoamericana de Investigación En Matemática Educativa, 17(4I), 515. https://doi.org/10.12802/relim....
 
31.
Kuzniak, A., Montoya-Delgadillo, E., & Richard, P. (2022). Mathematical work in educational context: The perspective of the theory of mathematical working spaces. Springer. https://doi.org/10.1007/978-3-....
 
32.
Kuzniak, A., Nechache, A., & Drouhard, J. P. (2016a). Understanding the development of mathematical work in the context of the classroom. ZDM Mathematics Education, 48(6), 861874. https://doi.org/10.1007/s11858....
 
33.
Kuzniak, A., Tanguay, D., & Elia, I. (2016b). Mathematical working spaces in schooling: An introduction. ZDM - Mathematics Education, 48(6), 721737. https://doi.org/10.1007/s11858....
 
34.
Laborde, C. (2007). Towards theoretical foundations of mathematics education. ZDM Mathematics Education, 39, 137-144. https://doi.org/10.1007/s11858....
 
35.
Lerman, S. (2020). Encyclopedia of mathematics education. Springer. https://doi.org/10.1007/978-3-....
 
36.
Menares Espinoza, R., & Vivier, L. (2022). Personal mathematical work and personal MWS. In A. Kuzniak, E. Montoya-Delgadillo, & P. R. Richard (Eds.), Mathematical work in educational context: The perspective of the theory of mathematical working spaces (pp. 91-120). Springer. https://doi.org/10.1007/978-3-....
 
37.
Montoya-­Delgadillo, E., & Reyes-­Avendaño, C. (2022). The reference mathematical working space. In A. Kuzniak, E. Montoya-Delgadillo, & P. R. Richard (Eds.), Mathematical work in educational context: The perspective of the theory of mathematical working spaces (pp. 73-90). Springer. https://doi.org/10.1007/978-3-....
 
38.
Montoya-Delgadillo, E., Richard, P., Vivier, L., Gómez-Chacón, I., Kuzniak, A., Maschietto, M., & Tanguay, D. [Eds.] (2019). Sexto Simposio sobre el Trabajo Matemático [Sixth Symposium on Mathematical Work]. Pontificia Universidad Católica de Valparaíso, Facultad de Ciencias. https://www.pucv.cl/uuaa/site/....
 
39.
Montoya-Delgadillo, E., & Vivier, L. (2014). Les changements de domaine de travail dans le cadre des espaces de travail mathématique [Changes in work domain within the framework of mathematical workspaces]. Annales de Didactique et de Sciences Cognitives [Annals of Didactics and Cognitive Sciences], 19, 73-101.
 
40.
Montoya-Delgadillo, E., & Vivier, L. (2016). Mathematical working space and paradigms as an analysis tool for the teaching and learning of analysis. ZDM Mathematics Education, 48(6), 739-754. https://doi.org/10.1007/s11858....
 
41.
Montoya-Delgadillo, E., Mena-Lorca, A., & Mena-Lorca, J. (2014). Circulaciones y génesis en el espacio de trabajo matemático [Circulations and genesis in the mathematical workspace]. Revista Latinoamericana de Investigación en Matemática Educativa [Latin American Journal of Research in Educational Mathematics], 17(4-I), 81-197. https://doi.org/10.12802/relim....
 
42.
Nechache, A., & Gómez-Chacón, I. M. (2022). Methodological aspects in the theory of mathematical working spaces. In A. Kuzniak, E. Montoya-Delgadillo, & P. R. Richard (Eds.), Mathematical work in educational context (pp. 33-56). Springer. https://doi.org/10.1007/978-3-....
 
43.
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., …, & Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. The BMJ, 372(71). https://doi.org/10.1136/bmj.n7....
 
44.
Radford, L. (2017). On inferentialism. Mathematics Education Research Journal, 29(4), 493-508. https://doi.org/10.1007/s13394....
 
45.
Schoenherr, J., & Schukajlow, S. (2023). Characterizing external visualization in mathematics education research: A scoping review. ZDM Mathematics Education, 56(1), 73-85. https://doi.org/10.1007/s11858....
 
46.
Vásquez, C., Alsina, A., Seckel, M. J., & García-Alonso, I. (2023). Integrating sustainability in mathematics education and statistics education: A systematic review. EURASIA Journal of Mathematics, Science and Technology Education, 19(11), em2357. https://doi.org/10.29333/ejmst....
 
47.
Verdugo-Hernández, P., Espinoza-Vásquez, G., & Yáñez, J. C. (2022). Análisis de una tarea sobre sucesiones desde el uso de las herramientas y el conocimiento matemático del professor [Analysis of a task on sequences from the use of tools and the teacher’s mathematical knowledge]. Enseñanza de Las Ciencias [Science Teaching], 40(2), 125-145. https://doi.org/10.5565/rev/en....
 
eISSN:1305-8223
ISSN:1305-8215
Journals System - logo
Scroll to top