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ERIC Number: EJ1091377
Record Type: Journal
Publication Date: 2014
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1479-4802
Didactic Situations and Didactical Engineering in University Mathematics: Cases from the Study of Calculus and Proof
González-Martín, Alejandro S.; Bloch, Isabelle; Durand-Guerrier, Viviane; Maschietto, Michela
Research in Mathematics Education, v16 n2 p117-134 2014
This paper discusses the use of the "Theory of Didactic Situations" (TDS) at university level, paying special attention to the constraints and specificities of its use at this level. We begin by presenting the origins and main tenets of this approach, and discuss how these tenets are used towards the design of "Didactical Engineering" (DE), particularly adapted at the tertiary level. We then illustrate the potency of the TDS-DE approach in three university level "Research Cases," two related to Calculus, and one related to proof. These studies deploy constructs such as "didactic contract," "milieu," "didactic variables," and "epistemological analyses," among others, to design "Situations" at university level. We conclude with a few thoughts on how the TDS-DE approach relates to other approaches, most notably the Anthropological Theory of the Didactic.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A