DIDACTIC HISTORY FACTORS THAT INFLUENCE DIDACTIC DECISIONS IN THE TEACHING OF ALGEBRAIC EXPRESSIONS

Abstract

This paper aims at discussing about didactic decisions, analysing the influence of decision-making factors of the type didactic history in the teaching of algebraic expressions. This is an excerpt from a PhD research developed in the scientific field of Didactics of Mathematics. For this purpose, we approach this issue by following theorization and research about didactic decisions, based on the model of levels of teacher activity, proposed by Margolinas (2002), and on the model of decision-making factors, by Bessot (2018). We chose, as research subjects, an elementary school teacher and his students from a public school; as mathematics knowledge, we focused on algebraic expressions. The results point out that the process involving didactic decisions can occur in a coordinated manner, without contradiction between the participating subjects (teacher-students), as long as the decision-making factors of the type didactic history are identified as responsible for influencing such decisions. Decision-making factors of the type didactic history are predominantly part of the process that determines decisions selected by the teacher, especially at level 0 of his activity.