Didactic Objects and Didactic Models in Radical Constructivism

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How researchers see this paper

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A Thirty-Year Reflection on Constructivism in Mathematics Education in Pme (2006, background): “, & Duguid, P. (1989). Situated cognition and the culture of learning.”
Covariational reasoning among U.S. and South Korean secondary mathematics teachers (2017, background): “Yet another line of future research could hinge on using tasks like the one presented here as didactic objects—artifacts that are designed to support reflective conversations about mathematical ideas (Thompson, 2002)—in mathematics instruction.”
Quantifying exponential growth: Three conceptual shifts in coordinating multiplicative and additive growth (2015, methodology): “Consistent with this approach, we endeavored to develop a didactic object (Thompson, 2002) that, to us, contained two continuously covarying quantities, along with means of support with the aim that middle school students would come to conceive the didactic object as we did.”
The design of tasks in support of teachers’ development of coherent mathematical meanings (2007, methodology): “object (Carlson & Thompson, 2005; Silverman, 2004; Thompson, 2002), an object designed with the intent that it support an instructor’s goal of generating reflective conversations around particular ideas and issues.”