In order to illustrate the purpose of the Didactics of Mathematics study, we suggest a heuristic pattern for the development of didactic problems demonstrated with elemental algebra. The pattern is structured around three basic or fundamental dimensions of said problems when they are constructed in the field of the Anthropological Theory of Didactics: epistemologica!, which puts mathematics at the heart of the problem; economic-institutional, which depersonalizes the didactic set of problems and delimits the minimum unit of analysis of the processes of study, and ecological, which emphasizes the conditions required so that the institutionalized study of mathematics is possible and reveals obvious restrictions of any kind that have an effect on said study.
|Journal||Revista Latinoamericana de Investigacion en Matematica Educativa|
|Publication status||Published - 1 Jun 2011|
- Anthropological theory of didactics (ATD)
- Dimensions of a didactic problem (epistemological economic - institutional and ecological)
- Problem of elemental algebra