Abstract
In this chapter, we have chosen a few of the concepts and issues of Didactique that we feel are worth a somewhat more detailed discussion than we were able to able to give them in the previous chapters. This is neither an encyclopedic list of concepts nor a maximally deep discussion of any one of them, but rather an attempt to clarify a few key ideas for the reader.
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Notes
- 1.
Piaget’s theory of “equilibration” maintains that all learning occurs by chains of (not necessarily didactical) meta-situations.
References
Brousseau, G. (1983). Les obstacles épistémologiques et les problèmes en mathématiques. In Recherches en Didactique des Mathématiques. Vol 4, n°2, (pp. 165–198). Grenoble: La pensée sauvage.
Brousseau G. & Warfield V.M. (1999). The case of Gaël. Journal of Mathematical Behavior, 18(1), 7–52(46). Elsevier.
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Brousseau, G., Brousseau, N., Warfield, V. (2014). Expansions and Clarifications. In: Teaching Fractions through Situations: A Fundamental Experiment. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-2715-1_5
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DOI: https://doi.org/10.1007/978-94-007-2715-1_5
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