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Research papers

Potentialities and limitations of the Theory of Didactic Situations for addressing the teaching and learning of mathematics at university level

References

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  • Bikner-Ahsbahs, A., & Prediger, S. (Eds.). (2014). Networking of theories in mathematics education. Berlin: Springer.
  • Chevallard, Y. (2011). La notion d'ingénierie didactique, un concept à refonder. Questionnement et éléments de réponse à partir de la TAD [The notion of didactical engineering, a concept to rebuild. Questions and elements of answer from ATD]. In C. Margolinas, M. Abboud-Blanchard, L. Bueno-Ravel, N. Douek, A. Fluckiger, P. Gibel, F. Vandebrouck, & F. Wozniak (Eds.), En amont et en aval des ingénieries didactiques. XVe école d’été de didactique des mathématiques (pp. 81–108). Grenoble: La Pensée Sauvage Editions.
  • González-Martín, A. S., Bloch, I., Durand-Guerrier, V., & Maschietto, M. (2014). Didactic Situations and Didactical Engineering in university mathematics: Cases from the study of Calculus and proof. Research in Mathematics Education, 16(2), 117–134.
  • Praslon, F. (2000). Continuités et ruptures dans la transition terminale S/DEUG Sciences en analyse. Le cas de la notion de dérivée et son environnement [Continuities and breaches in the transition between Grade 12 and University in Calculus. The case of the notion of derivative and its environment] (Thèse de doctorat). Université Paris 7, France.

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