ROLE VARIABLES VS. CONTEXTUAL VARIABLESIN THE THEORY OF DIDACTIC SYSTEMS

摘要

Partisans of the constructivist approach to mathematics education, such as Brousseau orChevallard, developed an accurate theoretical framework in which didactical systems areviewed in a systemic perspective. What they somewhat fail to draw, however, is a sharpdistinction between role variables – concerning the roles played in the didacticalinteraction by the individual elements of the system (Student-Teacher-Knowledge) – andcontextual variables – concerning the action on the learning process of the system as awhole.