
06327649
j
2014e.00264
Gonz\'alezMart\'{\i}n, Alejandro S.
Bloch, Isabelle
DurandGuerrier, Viviane
Maschietto, Michela
Didactic situations and didactical engineering in university mathematics: cases from the study of calculus and proof.
Res. Math. Educ. 16, No. 2, 117134 (2014).
2014
Taylor \& Francis (Routledge), Abingdon, Oxfordshire; British Society for Research into Learning Mathematics (BSRLM)
EN
D25
I15
E55
university mathematics education
theory of didactic situations
didactical engineering
didactic contract
milieu
doi:10.1080/14794802.2014.918347
Summary: 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 TDSDE 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 TDSDE approach relates to other approaches, most notably the anthropological theory of the didactic.