id: 06087467
dt: j
an: 2012e.00333
au: Rezat, Sebastian; Sträßer, Rudolf
ti: From the didactical triangle to the socio-didactical tetrahedron: artifacts
as fundamental constituents of the didactical situation.
so: ZDM, Int. J. Math. Educ. 44, No. 5, 641-651 (2012).
py: 2012
pu: Springer, Berlin/Heidelberg
la: EN
cc: D20 D40 C70 C60
ut: artifacts; cultural-historical activity theory; didactical tetrahedron;
didactical triangle; digital technologies; instrumental approach;
mathematics textbooks; sociocultural perspective; teachers’ practice;
tools
ci:
li: doi:10.1007/s11858-012-0448-4
ab: Summary: Research on the use of artifacts such as textbooks and digital
technologies has shown that their use is not a straight forward process
but an activity characterized by mutual participation between artifact
and user. Taking a socio-cultural perspective, we analyze the role of
artifacts in the teaching and learning of mathematics and argue that
artifacts influence the didactical situation in a fundamental way.
Therefore, we believe that understanding the role of artifacts within
the didactical situation is crucial in order to become aware of and
work on the relationships between the teacher, their students and the
mathematics and, therefore, are worthwhile to be considered as an
additional fundamental aspect in the didactical situation. Thus, by
expanding the didactical triangle, first to a didactical tetrahedron,
and finally to a “socio-didactical tetrahedron”, a more
comprehensive model is provided in order to understand the teaching and
learning of mathematics.
rv: