Keywords
Knowing
Didactic situations
Situation-didactic
Didactic engineering
How to Cite
Abstract
This paper shows part of the Theory of Didactic Situations of Guy Brousseau
and presents characterizations regarding the use of theory when teaching sequences are
prepared to allow the autonomy of the learner in constructing their knowledge. It provides
favorable conditions for the teacher to, among other tasks, develop, implement, monitor and
perform analysis when preparing a teaching sequence in which the student is invited to
construct knowledge related to a mathematical content, without the direct interference of the
teacher in this building. The teacher and the student sign a contract in which the student
teaching undertakes, with the teacher as mediator, to appropriate knowledge, the teacher proposes to the student in carrying out the proposed activities in the teaching sequence.
References
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ARTIGUE, M. Ingénierie Didactique. Recherches em Didactique des Mathématiques, Grenoble, v. 9, n. 3, p. 281-308, 1988.
BROUSSEAU, G. Fondements et Méthodes de la Didactique des Mathématiques. Recherches em Didactique des Mathématiques, Grenoble, v. 7, n. 2, p. 33-116, 1986.
BROUSSEAU, G. Introdução ao estudo das situações didáticas: conteúdos e métodos de ensino. São Paulo: Ática, 2008.
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COLL, C. et al. O construtivismo na sala de aula. São Paulo: Ática, 2001.
DOUADY, R. Jeux de cadres et dialectique outil-object. Recherches em Didactique dês Mathématiques, Grenoble, v. 7, n. 2, p. 5-31, 1986.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright (c) 2014 Zetetiké: Revista de Educação Matemática
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