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Period: 500 BCE to 338
Ancient Times (Greek Civilization)
Philosophical Foundations: Early Greek philosophers such as Plato and Aristotle pondered the nature of mathematical knowledge, laying the groundwork for epistemological inquiry. -
Period: to
Scientific Revolution (17th-18th Century)
Formalization of Mathematical Knowledge: The era saw mathematics as a discipline, with figures like Descartes and Newton establishing foundational concepts and methods.
Epistemology of Mathematics: The focus was on the certainty and objectivity of mathematical knowledge. -
Period: to
Emergence of Pedagogical Methods (19th Century)
Didactic Movements: The 19th century introduced specific didactic approaches, such as Pestalozzi’s emphasis on intuitive learning and concrete examples in mathematics teaching.
Epistemological Shifts: This period also saw debates on the role of intuition versus formal proof in mathematics education -
Period: to
Formal Didactics of Mathematics (20th Century)
Birth of Didactics as a Scientific Field: It began to emerge as a distinct field, with a focus on the study of teaching methods and learning processes in mathematics.
Influence of Psychology: Cognitive psychology influenced didactic theories, particularly in understanding how students learn mathematical concepts.
Brousseau's Theory of Didactic Situations: Introduced in the late 20th century, it emphasized the interaction between students, teachers, and mathematical content. -
Period: to
Modern Didactics (Late 20th to Early 21st Century)
Complex Systems Approach: Modern didactics began to view mathematics education as a complex system involving various interacting components.
Integration of Technology: The integration of digital tools and technology in mathematics teaching became a significant focus.
Epistemological Pluralism: Acknowledgment of multiple ways of knowing in mathematics, reflecting diverse cultural and contextual perspectives in teaching.