Resumen de Análisis y valoración de la "Idoneidad Didáctica" de procesos de estudio de las Matemáticas

Juan Diaz Godino , Delisa Bencomo, Vicenç Font Moll , Miguel R. Wilhelmi

• español

  In this paper, I describe some aspects of the meaning with which we use the expression �didactical analysis� in a preservice secondary mathematics teacher training methods course. In particular, I introduce didactical analysis as a level of curriculum and I establish its role in identifying, organizing and selecting the multiple meanings of a mathematical concept for the purpose of designing, implementing and assessing didactical units. I show the role that this notion can play in the design of teacher training programs, in identifying the capacities that qualify the preservice teacher�s planning competence, and in characterizing his theoretical, technical and practical knowledge.

• English

  We propose a system of theoretical notions to describe teaching and learning mathematics processes and to assess the didactical suitability of these processes from a global perspective. The didactical suitability is conceived as the coherent and efficient articulation of the different dimensions involved in teaching and learning mathematics: epistemic, cognitive, interactive, mediational, emotional and ecological dimensions. The �onto-semiotic approach� to mathematical cognition and instruction provides a categorization of elements composing each dimension, structuring these elements into epistemic cognitive and didactical configurations. This categorization and structuring allow explaining some didactical phenomena in terms of the onto-semiotic complexity involved. The set of theoretical notions are applied to analyze a teaching experience on the function notion with university students.