The University of Montana
Department of Mathematical Sciences

Technical report #5/2011

New Perspectives on the Didactic Triangle: Teacher-Student-Content

Simon Goodchild, University of Agder, Norway

Bharath Sriraman, The University of Montana


What constitutes development when applied to the teaching of mathematics? Responses to this question might focus on the nature of the tasks and activities in which teachers engage their students. The introduction of ’inquiry’ tasks, problem solving activities, and open, rather than closed tasks can all be taken as evidence of teaching development, indeed there has, over the past couple of decades, and recently been considerable attention on the nature of tasks in the literature of mathematics teaching development. In classrooms tasks are a ‘mediating artefact’ used by the teacher with the intention of leading students to develop new understanding or knowing, that is tasks are used in a wider context of teaching. This special issue of ZDM brings together leading researchers and thinkers in the field of mathematics education to address, from the perspective of their own research the relationships between mathematics, student and teacher.

Keywords: Didactic Triangle; Didactical Transpositions; Mediation between Teacher-Student-Content; Mathematics Education Theory

AMS Subject Classification: 97

Pre-print of ZDM- The International Journal on Mathematics Education, vol 43. No.7, 2011 [Accepted proposal on the Didactic Triangle Pdf (107 KB)