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Effects of the Theory of Didactical Situations' Application in Mathematics Education: A Metasynthesis
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Julius Ceasar Hortelano; Maricar Prudente – Journal of Pedagogical Research, 2024
Conceptualized in France during the sixties, the Theory of Didactical Situations [TDS] is a pivotal framework for developing mathematics teaching and learning processes. Despite the increasing qualitative studies over the last ten years, there remains a dearth of analysis of its effects on mathematics education. Through a Grounded Formal Theory…
Descriptors: Didacticism, Mathematics Instruction, Mathematics Education, Learning Processes