Invitation to Didactique
Didactique is a research program in mathematics education that was launched in France in the 60's and now engages many researchers, from graduate students to senior professors. Until the 90's, almost none of its ideas and results were available to Angloph
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Virginia McShane Warfield
Invitation to Didactique
123
SpringerBriefs in Education
For further volumes: http://www.springer.com/series/8914
Virginia McShane Warfield
Invitation to Didactique
Virginia McShane Warfield Department of Mathematics University of Washington Seattle, WA, USA
ISSN 2211-1921 ISSN 2211-193X (electronic) ISBN 978-1-4614-8198-0 ISBN 978-1-4614-8199-7 (eBook) DOI 10.1007/978-1-4614-8199-7 Springer Tokyo Heidelberg New York Dordrecht London Library of Congress Control Number: 2013945307 © The Author(s) 2014 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher’s location, in its current version, and permission for use must always be obtained from Springer. Permissions for use may be obtained through RightsLink at the Copyright Clearance Center. Violations are liable to prosecution under the respective Copyright Law. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com)
Foreword
Half a century ago, the French word didactique, like its counterpart didactic in English, was an adjective with two meanings. The first was the neutral “intended to instruct,” and the second was the pejorative “overly inclined to lecture others.” Today, through the efforts of French researchers in mathematics education, didactique (des mathématiques) has been given a third meaning: as a noun denoting a field that studies questions raised by teaching and learning (of mathematical knowledge) in the milieu of school. Didactique has expanded during the past several decades across national borders and, through many translations, beyond the Frenchspeaking community of mathematics
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