Didactic restrictions on the teacher's practice: The case of limits of functions in spanish high schools

Joaquim Barbé, Marianna Bosch, Lorena Espinoza, Josep Gascón

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    Resum

    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.

    Idioma originalAnglès
    Títol de la publicacióBeyond the Apparent Banality of the Mathematics Classroom
    EditorSpringer US
    Pàgines235-268
    Nombre de pàgines34
    ISBN (imprès)038725353X, 9780387253534
    DOIs
    Estat de la publicacióPublicada - 2005

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