SCIENCE OR MAGIC? THE USE OF MODELS AND THEORIES IN DIDACTICS OF MATHEMATICS. Bosch, M., Chevallard, Y., & Gascón, J. abstract bibtex The struggle to eliminate “magic mentality” has affected the development of all scientific disciplines. This process of “de-magification” has been sustained in the use of models created by every discipline. In this sense, any scientific approach in didactics of mathematics uses –more or less implicitly– a general model of mathematical activity and specific models of the different mathematical contents that are taught and learnt at school. Here we summarise the models proposed by the Anthropological Theory of Didactics and the minimal empirical unity of analysis required to use them. The scope of this approach is illustrated through a single example about limits and continuity of functions at secondary school in contrast with the analysis proposed about continuity in terms of “embodiment cognition”.
@article{bosch_science_nodate,
title = {{SCIENCE} {OR} {MAGIC}? {THE} {USE} {OF} {MODELS} {AND} {THEORIES} {IN} {DIDACTICS} {OF} {MATHEMATICS}},
abstract = {The struggle to eliminate “magic mentality” has affected the development of all scientific disciplines. This process of “de-magification” has been sustained in the use of models created by every discipline. In this sense, any scientific approach in didactics of mathematics uses –more or less implicitly– a general model of mathematical activity and specific models of the different mathematical contents that are taught and learnt at school. Here we summarise the models proposed by the Anthropological Theory of Didactics and the minimal empirical unity of analysis required to use them. The scope of this approach is illustrated through a single example about limits and continuity of functions at secondary school in contrast with the analysis proposed about continuity in terms of “embodiment cognition”.},
language = {en},
author = {Bosch, Marianna and Chevallard, Yves and Gascón, Josep},
pages = {11},
}
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