Abstract

The notion of didactical engineering has influenced and characterized contemporary research in mathematics education in France to an important extent. In this paper, we address the following from an insider’s and an outsider’s perspective: (1) the way this notion is theoretically grounded, (2) the kinds of design research practices has it led to and is leading to, and (3) the way it relates to the design research paradigm. As a conclusion, we highlight similarities and differences between the two perspectives and recommend further discussions to the benefit of both didactical engineering from an insider’s and an outsider’s perspective.

Highlights

  • Design research (DR) is an important paradigm in educational research, in mathematics education research (Prediger et al, this issue)

  • This paper is written by two authors who have been asked by the volume editors to contrast their views on didactical engineering and design research

  • As the outsider is from the Netherlands and works at the Freudenthal Institute, his lens is formed by the general view of realistic mathematics education (RME) and by the methodology of design research as it is developed in the Dutch educational research tradition

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Summary

Introduction

Design research (DR) is an important paradigm in educational research, in mathematics education research (Prediger et al, this issue). This paper is written by two authors who have been asked by the volume editors to contrast their views on didactical engineering and design research. This is a paper with two voices, it is not an ‘equal opportunity’ paper, since its main aim is to present the French didactical engineering approach. The outsider’s perspective is the most prominent in the three sub-sections titled ‘Intervention’. This being said, the two authors worked together on the paper, and none of the two represents the French or Dutch mathematics education community; they speak for themselves.

A Dutch view on realistic mathematics education and design research
Modern mathematics and the beginning of French mathematics didactics
Brousseau’s visionary work in the 1970s: the COREM as a ‘didactron’
A short description of a big adventure
Knowledge: distinction of savoir and connaissance
Teacher’s didactic memory: an example of follow‐up
Didactical engineering and teachers’ practices
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