Abstract
This study investigates the learning of the concept of functions in an adidactic learning environment, explains the five phases of the adidactic learning environments defined in the Didactic Situation Theory and their interactions with the milieu generated within the given problem state of the students. It was carried out with 33 ninth grade students from an Anatolian high school in Balıkesir. This qualitative study was designed as a case study. Descriptive analysis was used to analyze the data from students’ worksheets, and the transcriptions of video records in order to investigate the outcomes of an adidactic learning environment in detail. Students’ performances in the teaching process were evaluated with a checklist for problem-solving, construction of function knowledge and interaction with the milieu. The results showed that the basic conditions of an adidactic learning environment were provided, the students with a high interaction with the milieu constructed function knowledge by completing each stage. The students’ display rates for the indicators on the checklist were 70.90 % for problem-solving, 77.77% for construction of function knowledge, and 80.00% for interaction with the milieu.
Highlights
Studies focusing on how the knowledge is constructed in the human mind and how the learning environment should be shaped have led to the emergence of several teaching methods, approaches and theories. One of these theories is the theory of didactical situations (TDS), known as the theory of mathematics learning environments, developed by Guy Brousseau in 1998
Teachers’ didactic intention is specific to the information production process of the class, and connects the cultural knowledge with the produced knowledge.TDS aims to understand, interpret and improve mathematics education activities. It postulates various explanations about what happens in the learning process. This theory, from a constructivist approach, deals with how learning environments play a role in learning in mathematics classrooms (Erdoğan & Özdemir Erdoğan, 2013)
This study investigates the learning of the concept of functions in an adidactic learning environment
Summary
Studies focusing on how the knowledge is constructed in the human mind and how the learning environment should be shaped have led to the emergence of several teaching methods, approaches and theories One of these theories is the theory of didactical situations (TDS), known as the theory of mathematics learning environments, developed by Guy Brousseau in 1998. This pedagogical theory considers effective teaching methods and how teaching should be designed according to individuals, environments and conditions It models the roles and function of elements such as teachers, students, mathematical knowledge and learning environments. According to this theory, teachers’ didactic intention is specific to the information production process of the class, and connects the cultural knowledge with the produced knowledge.TDS aims to understand, interpret and improve mathematics education activities. Its research question was: How do students learn the concept of functions in an adidactic learning environment?
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