Connections between Chevallard's and Husserl's thoughts as drivers of a phenomenological pedagogies of mathematics

• Verilda Speridião Kluth ^[1] ; Saddo Ag Almouloud ^[2]
  1. [1] Universidade Federal de São Paulo

     Universidade Federal de São Paulo

     Brasil

     
  2. [2] Pontifícia Universidade Católica de São Paulo

     Pontifícia Universidade Católica de São Paulo

     Brasil

     
• Localización: REEC: Revista electrónica de enseñanza de las ciencias, ISSN-e 1579-1513, Vol. 21, Nº. 3, 2022, págs. 420-441
• Idioma: inglés
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• Resumen

  • The article presents a theoretical study on the foundations of French didactics and phenomenology, searching for the approximations and withdrawals of Chevallard’s and Husserl’s proposals and possible unfoldings of the connections between their thoughts. Its content includes the explanation of what is being researched and the fundamentals of the method underlying the bibliographic investigation carried out inspired by phenomenological hermeneutics that permeates characteristics related to the intention of preparing the works, the views of science, the way of carrying out the theorisations, the conceptions of knowledge, of mathematics, and how human activity is understood by each of the authors.

    The articulation of the understandings that arise from the analysis shows the approximations and the distancing of their proposals, composing a backdrop for the gaze of the theoretical convergences related to mathematics and its construction, and considering the fact that the theorisations are based on the man-knowledge relationship and possible complementations on the understanding of what human activity is - and others that propel the elaboration of a phenomenological pedagogies of mathematics.