Didactic Agreement

As a teacher responsible for student learning, it is too easy to take responsibility for something that belongs to the learners. Instead of this didactic interaction, I have to let error, reflection, deviation and meaning as students develop mathematical skills. My goal as a teacher is to have an attractive classroom where students follow the questions and discuss their thinking about mathematical processes. This dynamic interaction would encourage deeper thinking and problem-solving. Lesson 4 of How to Learn Math with Jo Boaler describes the didactic contract in the classroom. See if you recognize him. The didactic contract can be divided into two parts: a decentralisation contract – the teacher organises the… Ugh! A didactic story can fall flat. With an insignificant connection with the story, the message will rarely be remembered or lost by the reader.

You can identify with it. For my part, I recognize this didactic interaction not only in books, but also in my classroom. Teachers manage didactic situations that create and exploit students` mathematical situations, practices and mathematical knowledge. The study of the teaching contract focuses on the compatibility of the wishes and requirements of students, teachers, parents and society in this regard. A “didactic contract” is an interpretation of commitments, expectations, convictions, means, results and one of the protagonists of a didactic situation (students, teachers, parents, society) for himself and for any other punishment foreseen, The Proposals of Mathematical Scholarly Knowledge (Brousseau and Otte 1989; Brousseau 1997). The aim of these interpretations is to take into account the actions and reactions of partners in a didactic situation. In this context, it is essential to ask the kind of questions that promote meaningful engagement. What is a good mathematical question? That`s a challenge I love! I will build on what I know and share more with you in a future article. © 2014 Internet Archive Book Images, Flickr | CC-BY-SA | Via Wylio Jo Boaler describes it well: we will empty the interaction of learning and reduce the cognitive demand for the student.

That`s what happens in my class. During a math class, I quickly enter to clarify, add a student`s mathematical statement or demonstrate the next step. On the other hand, students quickly ask for help when faced with insecurity because they do not necessarily believe that learning involves struggles or challenges. Together, we fall into this tacit treaty. This type of interaction in the classroom becomes an obstacle to learning. The didactic contract, identified by Guy Brouseau, indicates that there are certain expectations for both the student and the teacher in a learning environment. Teachers must show and guide their students, and students must learn with ease.