Abstract
The basic notion of a didactic triangle is explained with historical annotations on its origins and subsequent theorization in the literature. Instances of its application to classroom environments to demonstrate its representational capabilities are presented. Generalizations of the triangle are proposed that integrate the role of technology, the researcher in mathematics teaching developmental research, and mediating complexes in the student– teacher–content interfaces. Further, the use of the didactic triangle as a heuristic device is also discussed.
| Original language | English |
|---|---|
| Pages (from-to) | 581-585 |
| Number of pages | 5 |
| Journal | ZDM - International Journal on Mathematics Education |
| Volume | 44 |
| Issue number | 5 |
| DOIs | |
| State | Published - Aug 1 2012 |
Funding
The advent of new technologies in the late twentieth century, which made algebra, geometry and calculus accessible via computer algebra systems and graphical technologies particularly dynamic geometry (Moreno and Sriraman, 2005), brought the role of the teacher once more to the forefront. If the traditional content that were taught required procedural thinking, then the new technology made the ‘‘content’’ more or less obsolete. This resulted in numerous modeling based curricula in the US, such as the Core Plus Mathematics Curriculum (CPMC), Systemic Initiative for Montana Mathematics and Science (SIMMS) in the US sponsored by the National Science Foundation that integrated the new technologies into a non-traditional curriculum. Other regions of the world have also witnessed the dawn and implementation of hand held or computer based technologies in the classroom (e.g., SimCalc in Brazil and Cyprus).
Keywords
- Classroom developmental research
- Didactic triangle
- Mathematics classrooms
- Mathematics teaching development
- Mediating objects
- Researching mathematics classrooms
- Theorizing classrooms
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