Resumen

GONTIJO, Cleyton Hércules; SILVA, Erondina Barbosa da  y  CARVALHO, Rosália Policarpo Fagundes de. A criatividade e as situações didáticas no ensino e aprendizagem da matemática. Linhas Críticas [online]. 2012, vol.18, n.35, pp.29-46. ISSN 1981-0431.

This article proposes an articulation between Csikszentmihalyi’s Systems Perspective to the study of creativity and Brousseau’s Theory of Didactical Situations in the field of mathematics. We believe that the articulation of the two theories enables the study of creativity in the process of teaching and learning mathematics as it allows us to understand the action of subjects in learning situations, considering contextual factors. Csikszentmihalyi (1988, 1996, 1999a, 1999b), in the study of creativity, and Brousseau (1996a, 2008), in the study of didactical situations, integrate the subject’s action (the student’s work) with the domain (the didactic situation in mathematics) and the field (the teacher’s action).

Palabras clave : Mathematics Education; Creativity; Theory of Didactic Situations.

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