A reflection on the articulation of didactic theories in the study of area and perimeter notions

Abstract

The present work aims to present a succinct articulation between didactic theories such as those of Doaudy (1992), Duval (1993) and Robert's theoretical approach (1997) on the levels of knowledge expected of students. Considering that the study of these authors are geared towards a work outlined by a perspective that takes into account the cognitive structure, we present aspects of Ausubel's meaningful learning theory, as we consider that the internalization of contents so that they can be mobilized in future situations when the notion at stake is not explicit only becomes possible if the teaching methods are structured in meaningful learning. Thus, we will give a brief exposition of the chosen theories in an attempt to show how this study can help teachers at the time of their choices, as well as to better understand the difficulties and the different levels that are the students, which can allow them to construct sequences and also take into account the importance not only of the mathematical domain of content but also the relevance of the didactic domain of the notions to be treated in the classroom. At the end of these reflections we can better understand the role of even initial and continuing teacher training, a perspective that we will address according to Shulman (2005).