Resumo

ALVES, Francisco Regis Vieira. Professional Didactics (PD) and the Didactical Situations Theory (DST): a perspective of complementarity in Brazil. Rev. Diálogo Educ. [online]. 2019, vol.19, n.60, pp.328-361.  Epub 04-Fev-2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.19.060.ao02.

The present work presents a theoretical proposal strongly influenced by the French research fields of professional didactics (DP) and also of didactics of mathematics (DM), in development in Brazil. Thus, with a greater attention to the mathematics teacher, in the initial and continued formation, the objective is to determine a complementarity and application of the two theoretical fields aiming at a better understanding and modeling of the activity and the regulatory elements of learning and the professional activity of the teacher. In addition, the use of technology is emphasized to understand some basic concepts for (DP) and (DM).

Palavras-chave : Professional Didactics; Situation Theory; Professor of Mathematics.

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