NDLI: Brousseau's Theory of Didactical Situations in Mathematics and An Application of Adidactical Situations

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Brousseau's Theory of Didactical Situations in Mathematics and An Application of Adidactical Situations

Content Provider	Semantic Scholar
Author	Arslan, Selahattin Baran, Demet Okumuş, Samet
Copyright Year	2011
Abstract	Researches in education have been leading to several educational theories and models in the last century. As a result of this, mathematics education has been affected by this development, a series of innovations has been made in the education field, and these innovations' adaptations and effectiveness have been investigated by researchers. The theory of didactical situations in mathematics (Brousseau, 1998) is one of these educational theories. This article aims to introduce both this theory and adidactical situations which play an imminent role in this theory and to present an application of adidactical situations to describe experiences during the different phases of this theory. For this purpose, an activity on the barycentre of a triangle was administered to eight-grade students and the stages of adidactical situation were observed and video-taped. At the end of the study, taking into account the five stages of adidactical situations students' experiences were described. Summary Introduction: The subject of how learning occurs and of being more effective and retention, have attracted educators' attention for a long time. For this reason, much research related to these subject have been conducted. Therefore, research on learning theories with different quantity and quality have been carried out in the second part of the 20 th century. One of these theories is "Didactic". Didactic developed several theories and one of them is Theory of Didactical Situations in Mathematics (TDSM), proposed by Guy Brousseau. The current study deals with the Theory of Didactical Situations (TDSM) and its concepts. Considering TDSM, there are three learning situations: didactical situation, adidactical situation and non- didactical situation. An adidactical situation has five phases: Devolution, Action,
Starting Page	204
Ending Page	224
Page Count	21
File Format	PDF HTM / HTML
Volume Number	5
Alternate Webpage(s)	http://dergipark.ulakbim.gov.tr/balikesirnef/article/download/5000084810/5000078892
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article

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