Abstract
We present a global, synthetic and updated vision of the contributions made by the anthropological theory of the didactic to the problem of teaching elementary algebra. We start by summarising the first results obtained by Yves Chevallard in the 80s that have marked the trend of research on elementary algebra in the anthropological approach. A reference epistemological model of elementary algebra is then proposed. This model provides a new interpretation of the role of elementary algebra in current school mathematics and guides the study of its ecology, that is, the constraints which partially explain the current situation and the conditions that could modify it in a given direction.
Highlights
Synthetic and updated vision of the contributions made by the anthropological theory of the didactic to the problem of teaching elementary algebra
We start by summarising the first results obtained by Yves Chevallard in the 80s that have marked the trend of research on elementary algebra in the anthropological approach
A reference epistemological model of elementary algebra is proposed. This model provides a new interpretation of the role of elementary algebra in current school mathematics and guides the study of its ecology, that is, the constraints which partially explain the current situation and the conditions that could modify it in a given direction
Summary
Siguiendo el guión de análisis que se presenta en Chevallard (1984), estudiaremos de manera muy esquemática la evolución curricular del álgebra elemental en España para identificar el origen, el estatus y la razón de ser de esta área de las matemáticas escolares que, como veremos, ha sufrido fuertes fluctuaciones a lo largo del tiempo y mantiene una posición incierta en el currículum actual
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