Integration between the theory of didactic situations and maker education in a formative perspective
DOI:
https://doi.org/10.25757/invep.v15i1.439Keywords:
Teacher Training, Didactic Engineering, Formative Didactic Situation, Maker EducationAbstract
The Theory of Didactic Situations (TDS), developed by Guy Brousseau in France, is a methodology that analyzes the social interactions among students, teachers, and mathematical knowledge in the classroom, influencing learning and its dynamics. This study aimed to investigate how the dialectical phases of TDS impact teacher training in a maker education context. Using Didactic Engineering as a research methodology, data were collected during the a priori analysis and experimentation phases and later analyzed through qualitative and quantitative approaches. The training was conducted in five sessions involving seven teachers in the fields of mathematics and physics. The results showed that even teachers with no prior experience in TDS and maker education demonstrated significant progress, comparable to that of an experienced teacher in these methodologies. The integration of TDS’s dialectical phases—action, formulation, validation, and institutionalization—provided a conducive environment for critical reflection and creative application of knowledge. It is concluded that maker training based on TDS enriches pedagogical practice and promotes more dynamic and effective teaching. However, post-training follow-up, such as reinforcement sessions and individualized guidance, may offer continuous support to teachers in implementing TDS and Maker Education in their teaching practices.
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