Didactic transposition in Chevallard: primordial concepts and theorizing for the antropological theory of didactics
DOI:
https://doi.org/10.5007/1981-1322.2020.e72961Abstract
This article aims to explain the didactic transposition and concepts emerged form it as propellants of Chevallard´s Antropological Theory of Didactics (TAD), retroactively complementing the study we published that deals specifically with the early development of TAD. The texts analyzed in the research presented here are from 1981 to 1992, therefore the author`s first writings about a proposal that would be consolidated later. The methodology of comprehension and interpretation of the studied texts was inspired by the gadamerian phenomenological philosophical hermeneutics that seeks to understand what the text speaks form perspective of the structure constituted by the question and its answer. From this study, we conclude that Chevallard finds in the epistemological analysis of mathematics and in the didactic anthropology of knowledge the guiding thread that articulates and legitimizes the didactic arrangements that weave the transposition of mathematical knowledge to be taught in the mathematical knowledge that underlies the emergence of mathematical didactics and from TAD.
References
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