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Three perspectives on the issue of theoretical diversity. (English)
Hodgson, Bernard R. (ed.) et al., The didactics of mathematics: approaches and issues. A homage to Michèle Artigue. Cham: Springer (ISBN 978-3-319-26046-4/hbk; 978-3-319-26047-1/ebook). 57-86 (2016).
Summary: Since the birth of the didactics of mathematics in the 1970s, the research community has aimed to build theories that may be used as models for studying phenomena in the teaching and learning of mathematics, within a {\it milieu} designed for their teaching. The creativity of researchers giving birth to many theories has created certain problems in the community. Over the last decade, researchers have shared thoughts and views on the relationships between these theories. This chapter proposes three different perspectives on this topic. The first examines the richness of a multidimensional approach based on the mobilisation and networking of various well-identified theories, enabling a segmentation of reality that is well suited to the study of didactic phenomena. The second perspective defends a possible methodology for reducing theoretical diversity. The third perspective examines a social viewpoint of the multiplicity of theories in the didactics of mathematics and the search for connections.
Classification: D20
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