The epistemological dimension in didactics: Two problematic issues
Résumé
This paper presents some theoretical considerations concerning the relationships between epistemology and didactics. We distinguish two big issues that show the mutual enrichment of both fields. On the one hand, considering teaching and learning phenomena as part of the empirical basis of epistemology enables proposing new epistemological models of mathematical bodies of knowledge. On the other hand, these epistemological models provide guidelines for the design and analysis of new teaching proposals, which, in turn, show the constraints coming from the spontaneous epistemologies in school institutions. Some critical open questions derived from these issues draw up the guidelines for a future research programme.
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