THE SYSTEMIC NATURE OF THE THEORY OF DIDACTIC SITUATIONS IN MATHEMATICS (TDSM)

摘要

The Theory of Didactic Situations in Mathematics (TDSM) has been proposed as a systemic theoretical model, designed to describe teaching and learning phenomena. This theory aims to become an experimental and application-oriented paradigm grounding the research activity within this domain. This contribution deals with an investigation about the occurrence, within TDSM, of the minimal conditions needed to qualify such a theory as "systemic". In this regard it contains a discussion about the features of the elements of the didactic system, their usefulness to account for the typical characteristics of interacting agents, as well as the interactions between the features themselves. In particular, we will deal with the conditions which, within TDSM, allow considering learning processes as emergent from situations, that is specific didactic applications of mathematical objects or concepts, viewed under the form of a concrete implementation by an agent operating in an environment, and characterized by the effects produced on the environment itself by this agent.