The Adidactic Interaction with the Procedures of Peers in the Transition from Arithmetic to Algebra: A Milieu for the Emergence of New Questions |
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| Authors: | Patricia Sadovsky Carmen Sessa |
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| Institution: | (1) Facultad de Ciencias Exactas y Naturales –, Secretaría de Educación – Gobierno de la Ciudad de Buenos Aires, Universidad de Buenos Aires, Argentina |
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| Abstract: | The purpose of the present article is to give an account of the emergence of knowledge pertaining to the transition from arithmetic
to algebra in the course of a debate in a grade 7 classroom. This debate follows two other instances of work: (1) the adidactic
interaction between each student and a given problem, (2) the adidactic interaction of each student with the procedures generated
by other students during stage 1. The two kinds of processes – adaptation to a milieu and social interactions – play a critical role in the change of “rationality” required for the move from arithmetic to algebra.
Both the design of the initial mathematical problem given to the students and the organization of the interactions leading
to the debate under study in this article are based on this hypothesis. The research presented in this article is set in a
broader work of didactic engineering that aims at studying didactic conditions for making a connection between arithmetic
practices and algebraic practices. |
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| Keywords: | interaction with procedures of peers milieu as generator of new questions theory of didactic situations transition from arithmetic to algebra |
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