TY - JOUR
TI - La transposición didáctica de organizaciones matemáticas en proceso de algebrización: El caso de la proporcionalidad
AU - Bolea, Pilar
AU - Bosch, Marianna
AU - Gascón, Josep
T2 - Recherches En Didactique Des Mathématiques
AB - Starting from the general model of mathematical activity proposed by the Anthropological Theory of Didactics (TAD), we have elaborated a specific model of elementary algebra interpreted initially as an instrument of mathematical activity that culminates in algebraic modeling and whose systematic use can eventually modify profoundly the nature of mathematical-didactic structures. The presentation, as an illustration, of two successive modelings of a numerical system enables us to understand what we mean by algebraic modeling and by degree of algebraization of a mathematical structure. We then apply these results to analyze the degree of algebraization of a structure from school mathematics : that which develops around proportionality of magnitudes. In particular, we attempt to explain the transpositional processes that make it possible to reconstruct that structure as it currently appears in Spain in Compulsory Secondary Education, so as to analyze more generally the mathematical and didactical constraints that affect the process of algebraization of the structures of school mathematics. For that analysis, it is necessary to refine the concept of didactic transposition by taking into consideration that it acts not on isolated mathematical objects but on mathematical praxeologies equipped with a complex dynamics and also subject to a process of permanent restructuring.
DA - 2001///
PY - 2001
VL - 21
IS - 3
SP - 247
EP - 304
J2 - RDM
LA - ES
SN - 0246–9367
UR - https://revue-rdm.com/2001/la-transposicion-didactica-de/
ER -