Didactic Situations and Didactical Engineering in university mathematics: cases from the study of Calculus and proof

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...

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Bibliographic Details
Published in:Research in mathematics education 2014-05, Vol.16 (2), p.117-134
Main Authors: González-Martín, Alejandro S., Bloch, Isabelle, Durand-Guerrier, Viviane, Maschietto, Michela
Format: Article
Language:English
Subjects:
Calculus
College Mathematics
College Students
Colleges & universities
Concept Formation
didactic contract
didactical engineering
Educational Methods
Engineering
Epistemology
Knowledge Level
Mathematical Concepts
Mathematical Logic
Mathematics
Mathematics education
Mathematics Instruction
milieu
Teaching Methods
Theory of Didactic Situations
university mathematics education
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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 TDS-DE 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 TDS-DE approach relates to other approaches, most notably the Anthropological Theory of the Didactic.
ISSN:1479-4802
1754-0178
DOI:10.1080/14794802.2014.918347