Didactic Restrictions on the Teacher's Practice: The Case of Limits of Functions in Spanish High Schools
The Anthropological Theory of Didactics describes mathematical activity in terms of mathematical organisations or praxeologies and considers the teacher as the director of the didactic process the students carry out, a process that is structured along six dimensions or didactic moments. This paper b...
| Veröffentlicht in: | Educational Studies in Mathematics. - Springer, 1968. - 59(2005), 1/3, Seite 235-268 |
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| Weitere Verfasser: | , , |
| Format: | Online-Aufsatz |
| Sprache: | English |
| Veröffentlicht: |
2005
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| Zugriff auf das übergeordnete Werk: | Educational Studies in Mathematics |
| Schlagworte: | Anthropological Theory of Didactics Epistemological Approachs Mathematical organisation Praxeology Didactic moments Didactic transposition Limit of functions Economics Education Philosophy mehr... |
| Zusammenfassung: | The Anthropological Theory of Didactics describes mathematical activity in terms of mathematical organisations or praxeologies and considers the teacher as the director of the didactic process the students carry out, a process that is structured along six dimensions or didactic moments. This paper begins with an outline of this epistemological and didactic model, which appears as a useful tool for the analysis of mathematical and teaching practices. It is used to identify the main characteristics of the mathematical organisation around the limits of functions as it is proposed to be taught at high school level. The observation of an empirical didactic process will finally show how the internal dynamics of the didactic process is affected by certain mathematical and didactic constraints that significantly determine the teacher's practice and ultimately the mathematical organisation actually taught. |
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| ISSN: | 15730816 |