INTRODUCTION TO THEORIES OF MATHEMATICS EDUCATION

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Learning Outcomes

The researcher/student will be able to discuss the theory of didactical situations.
The researcher/student knows the fundamentals of the theory.
The researcher/student identifies the role of the game theory in the theory.
The researcher/student explains the concept of situation.
The researcher/student explains the concept of fundamental situation.
The researcher/student explains the concept of milieu
The researcher/student explains the concept of didactical contract.
The researcher/student explains and discusses the knowledge acquisition process according to the theory.
The researcher/student analyses an example according to the theory.
The researcher/student wil be able to define and discuss the dialectic tool - object and framework change concepts.
The researcher/student explains the fundamentals of dialectic tool – object concept and of framework change concept.
The researcher/student explains the framework change concept.
The researcher/student explains tool and object concepts.
The researcher/student interprets the dialectic tool-object.
The researcher/student analyses and discusses a mathematical concept according to the dialectic tool - object and framework change concepts.
The researcher/student will be able to define and discuss the register of semiotic representations concept.
The researcher/student explains the fundamentals of the register of semiotic representations concept.
The researcher/student explains the role of the registers of semiotic representations in mathematical activities.
The researcher/student defines the properties of the registers of semiotic representations.
The researcher/student analyses a mathematical concept according to the register of semiotic representations concept.
The researcher/student will be able to define and discuss the anthropological theory.
The researcher/student explains the fundamentals of the anthropological theory.
The researcher/student explains praxeologic organization concept.
The researcher/student explains study moments concept and defines different study moments.
The researcher/student analyses a mathematical concept according to the praxeologic organization concept and conceives its teaching in terms of the study moments concept.