Didactic transposition in school algebra: The case of writing equations of parallel and perpendicular lines - Archive ouverte HAL Accéder directement au contenu
Communication Dans Un Congrès Année : 2017

Didactic transposition in school algebra: The case of writing equations of parallel and perpendicular lines

Valentina Postelnicu
  • Fonction : Auteur
  • PersonId : 978335

Résumé

A study was conducted with a high school teacher and her 58 Algebra 1 students, with the purpose of gaining insight into students' difficulties with writing equations of parallel and perpendicular lines. Chevallard's theory of didactic transposition was employed in order to account for the relativity of the mathematical knowledge with respect to the institutions where the knowledge was created. During the process of didactic transposition, the mathematical knowledge lost its essential feature, the proof, with dramatic consequences for the school algebra curriculum. What remained to be taught and learned was how to execute tasks. As predicted by mathematicians, this utilitarian view of the curriculum affected the actual process of teaching and learning by focusing on executing basic tasks, and resulted in teachers and students having difficulty executing those tasks.
Fichier principal
Vignette du fichier
TWG03_08.pdf (882.14 Ko) Télécharger le fichier
Origine Fichiers éditeurs autorisés sur une archive ouverte
Loading...

Dates et versions

hal-01914664 , version 1 (07-11-2018)

Identifiants

  • HAL Id : hal-01914664 , version 1

Citer

Valentina Postelnicu. Didactic transposition in school algebra: The case of writing equations of parallel and perpendicular lines. Tenth Congress of the European Society for Research in Mathematics Education CERME 10, Feb 2017, Dublin, Ireland. ⟨hal-01914664⟩

Collections

CERME10-TWG03
158 Consultations
310 Téléchargements

Partager

Gmail Mastodon Facebook X LinkedIn More