Reconstruction of didactical situations of mathematics in classroom. A study in preschool

Abstract

The article focuses on the transformations that teachers imprint to didactic situations of mathematics associated with a socio-constructive didactic approach. The case of two educators working with the topic of Data Analysis in preschool is studied. Methodologically, we consider this study a Didactic Development Engineering (Perrin Glorian, 2011). The analysis was carried out from a double theoretical perspective: the didactic situations are characterized and analyzed from the Theory of Didactic Situations (Brousseau, 1998), while, for the analysis of teaching practices, the double didactic/ergonomic approach was mainly considered (Robert y Rogalski, 2002) and the ethnographic perspective (Rockwell & Mercado, 2003). Although the transformations identified are different from each other, in both cases, the essentials of the didactic purposes were preserved. This is expressive of the need and feasibility of appropriation processes. The main contribution of the text is the identification of factors that underlie these transformations, of the needs to which they respond and of the tensions they create in decision-making in the classroom.