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 | | Theory of Didactical Situations in Mathematics: Didactique des mathématiques, 1970-1990 (Mathematics Education Library) by Guy Brousseau, Nicolas Balacheff (Translator), Martin Cooper (Translator), R. Sutherland (Translator), Virginia Warfield (Translator) ISBN-10: 9780792345268 ISBN-10: 0-7923-4526-6 ISBN-13: 9780792345268 ISBN-13: 978-0-7923-4526-8 Hardcover 1997-09-30 Springer Find Lowest Price |
Editorials | ||
Product Description This book is unique. It gathers texts which give the best presentation of the principles and key concepts of the Theory of Didactical Situations that Guy Brousseau developed in the period from 1970 to 1990. These texts have been edited and organised so that they provide a comprehensive presentation of the Theory. Concepts such as didactical contract, didactical variable and epistemological obstacle are presented in detail. At the heart of the book, one will find two works which demonstrate in detail the articulation between theoretical work and experimental research which is the source of the richness of the Theory. Although referenced by many research texts, up to now the original texts of Guy Brousseau were unknown, or known only with difficulty, in the non- French-speaking world. This book is a response to these difficulties. In order to facilitate the reading of certain points, or elucidate them for the reader, footnotes have been added to the original text, as well as preludes and interludes to place in context the chosen texts and clarify the construction of the book. Theory of Didactical Situations in Mathematics is of interest for researchers in mathematics education, PhD students in mathematics education and mathematics educators. | ||
Reviews | ||
An important,necessary selection of pioneering articles. Guy Brousseau articles covered in this book comprise one of the very significant contributions in this second half of the century to mathematics education. It is an important contribution towards the formulation of a theory to explore the 'phenomena that occur during the teaching of mathematics'. This selection of papers will go a long way to help non-french speaking readers to approach not only Brousseau's work, but also the now wide and deep body of contributions of the French school of 'didactique des mathématiques' to mathematics education as a well-established research discipline. The articles included cover some of the main concepts that Brousseau has dealt with durig the period 1970-1990. The conceptions of didactical situation, milieu, and different types of didactical contracts are shown and a careful reading will help to reveal some of the complex background from which these ideas developed. This is by no means easy reading, but then the subject might be one of the most intriguing and, simultaneously,underestimated and oversimplified areas of educational research. Brousseau's work does not offer easy, run-of-the mill recipes to solve questions of learning mathematics. Instead it gives serious indications and contributions of a way toward meaningful research. This is a remarkable contribution even for those who do not share the philosophy underlying some of 'didactique des mathématiques' theories. The editors have done good work, the preludes to each chapter constitute by themselves a learned commented introduction to some of the notions and important points in the area.They are a welcome overview to help to put Brouseau's work in perspective. | ||