A Strategy for Teacher Education: The Case of Elementary Differential Calculus

Abstract

This is a paper framed within the anthropological theory of the didactic that addresses the relationship between the results of didactic research on the school study of a certain domain of mathematics and the teaching problem of what to teach and how to do it in relation to that domain. We focus on the field of functional modelling and elementary differential calculus and propose a teacher training strategy that culminates in the construction of a possible praxeology for teaching, as a starting point for a change in the didactic paradigm in the school institution, as necessary as it has been long overdue.