
06087467
j
2012e.00333
Rezat, Sebastian
Str\"a{\ss}er, Rudolf
From the didactical triangle to the sociodidactical tetrahedron: artifacts as fundamental constituents of the didactical situation.
ZDM, Int. J. Math. Educ. 44, No. 5, 641651 (2012).
2012
Springer, Berlin/Heidelberg
EN
D20
D40
C70
C60
artifacts
culturalhistorical activity theory
didactical tetrahedron
didactical triangle
digital technologies
instrumental approach
mathematics textbooks
sociocultural perspective
teachers' practice
tools
doi:10.1007/s1185801204484
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 sociocultural 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 ``sociodidactical tetrahedron'', a more comprehensive model is provided in order to understand the teaching and learning of mathematics.