Didactic Situations and Didactical Engineering in university mathematics: cases from the study of Calculus and proof
By Alejandro S. González-Martín, I. Bloch, Viviane Durand-Guerrier, Michela Maschietto. 2014
58 citations recorded by the source corpus.
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.
Subfields: Computer Science Applications, Education, Theoretical Computer Science
View Paper: https://www.semanticscholar.org/paper/a49ea094fb6b17cfa457a767498e14b0834d3f45
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Citations in the corpus
- An institutional approach to university mathematics education: from dual vector spaces to questioning the world (2014, background): “The theory of didactic situations (González-Martín et al., 2014) and the theory of documentational genesis (Gueudet, Buteau, Mesa, & Misfeldt, 2014) also address learning – through the interaction of teachers, students and the didactic milieu (influenced by effects of didactic contracts), and…”