The French Didactic Tradition in Mathematics
Французская дидактическая традиция в математике
2019-01-01
SCID: 54.1/p44s9yrw
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French didactic traditionempirical researchline symmetry-reflectionmathematics educationteaching and learning environments
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Abstract (AI)
This chapter presents the French didactic tradition. It first describes the emergence and development of this tradition according to four key features (role of mathematics and mathematicians, role of theories, role of design of teaching and learning environments, and role of empirical research), and illustrates it through two case studies respectively devoted to research carried out within this tradition on algebra and on line symmetry-reflection. It then questions the influence of this tradition through the contributions of four researchers from Germany, Italy, Mexico and Tunisia, before ending with a short epilogue.
Key Findings
1
The French didactic tradition is presented as combining theoretical development, designed teaching environments, and empirical investigation in mathematics education.
2
The chapter characterizes the French didactic tradition through four features: mathematics and mathematicians, theories, instructional design, and empirical research.
3
The chapter examines the tradition’s international influence through contributions from researchers in Germany, Italy, Mexico, and Tunisia.
4
Two case studies illustrate how this tradition has shaped research on algebra and line symmetry-reflection.
Research Object
The French didactic tradition in mathematics
Research Subject
Its emergence, development, defining features, empirical applications in algebra and line symmetry-reflection, and international influence
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2019-01-01
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