Didactic Situations and Didactical Engineering in University Mathematics: Cases from the Study of Calculus and Proof

Autor/inn/en	González-Martín, Alejandro S.; Bloch, Isabelle; Durand-Guerrier, Viviane; Maschietto, Michela
Titel	Didactic Situations and Didactical Engineering in University Mathematics: Cases from the Study of Calculus and Proof
Quelle	In: Research in Mathematics Education, 16 (2014) 2, S.117-134 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-4802
DOI	10.1080/14794802.2014.918347
Schlagwörter	College Mathematics; Mathematics Instruction; Calculus; Mathematical Logic; Validity; Knowledge Level; Mathematical Concepts; Concept Formation; Educational Methods; College Students; Teaching Methods + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Mathematical logics; Mathematische Logik; Gültigkeit; Wissensbasis; Concept learning; Begriffsbildung; Educational method; Erziehungsmethode; Collegestudent; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01