Breaches of the Didactic Contract as a Driving Force behind Learning and Non-Learning: A Story of Flaws and Wants

Autor/inn/en	Strømskag, Heidi; Chevallard, Yves
Titel	Breaches of the Didactic Contract as a Driving Force behind Learning and Non-Learning: A Story of Flaws and Wants
Quelle	In: Teaching Mathematics and Its Applications, 42 (2023) 1, S.52-64 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-3679
DOI	10.1093/teamat/hrac003
Schlagwörter	Learning Processes; Learning Theories; Educational Anthropology; Mathematics Instruction; Barriers; Mathematics Curriculum; Problem Solving; Algebra + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Learning theory; Lerntheorie; Pädagogische Anthropologie; Mathematics lessons; Mathematikunterricht; Problemlösen
Abstract	In agreement with the main tenets of the anthropological theory of the didactic (ATD), this study uncovers dependencies between what students can learn, the established curriculum and the current state of mathematicians' mathematics ('scholarly mathematics'). One main result is that the mathematics taught, too often taken for granted by curriculum developers and teachers, is in fact problematic not only to students but also to teachers and curriculum developers and is sometimes a challenge even to current scholarly mathematics. The mathematics taught during a given historical period within a given institution contains flaws that, when they cease to go unnoticed, generate crises, in the form of breaches of the prevailing didactic contract. The resolution of these crises allows the institution and its actors--in particular students and teachers--to learn new contents and often also leads to the more or less damaging unlearning of old contents. This key phenomenon is illustrated, at the triple level of the classroom, the curriculum and scholarly mathematics, with regard to elementary algebra and mathematical analysis, most importantly in the case of maxima and minima problems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01