id: 02365968
dt: j
an: 2006a.00287
au: Barbé, Joaquim; Bosch, Marianna; Espinoza, Lorena; Gascón, Josep
ti: Didactic restrictions on the teacher’s practice: the case of limits of
functions in Spanish high schools.
so: Educ. Stud. Math. 59, No. 1-3, 235-268 (2005).
py: 2005
pu: Springer Netherlands, Dordrecht
la: EN
cc: D24 I24
ut: anthropological theory of didactics; epistemological approaches;
mathematical organisation; praxeology; didactic moments; didactic
transposition; limit of functions; secondary schools
ci:
li: doi:10.1007/s10649-005-5889-z
ab: 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.
(orig.)
rv: