Introduction
The concept of didactical contract provides a powerful way of interpreting aspects of teaching, learning, and the interactions between teachers and learners. This concept has been developed over many years of experimental and theoretical research on didactical situations in mathematics. (Brousseau 1997).
For epistemological reasons, each “didactical contract” is to a large extent specific to the knowledge being taught. This specificity explains why the use of this concept has as yet expanded so little into other disciplines, although it has great potential in these.
In addition, the observation and explanation of various phenomena has led to the extension of the concept of didactical contract to the relationships of all the parties involved in education: parents, society, administration, academic societies, etc., always with respect to a specific (mathematical) concept.
Didactical contract has a great potential for enhancing our understanding of aspects of the teaching and...
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References
Brousseau G (1997) Theory of didactical situations in mathematics (eds and trans: Balacheff N, Cooper M, Sutherland R, Warfield V). Kluwer Academic, Dordrecht/Boston/London
Brousseau G, Otte M (1991) The fragility of knowledge. In: Bishop A, Mellin-Olsen S, Van Dormolen J (eds) Mathematical knowledge: its growth through teaching. Kluwer Academic, Dordrecht/Boston, pp 13–38
Brousseau G, Warfield V (1998) The case of Gaël. J Math Behav 18(1):1–46
Davis RB, Brousseau G, Werner T (1986) Observing student at work. Perspectives on mathematics education. D. Reidel, Dordrecht
Sarrazy B (2002) Effects of variability on responsiveness to the didactic contract in problem-solving among pupils of 9–10 years. Eur J Psychol Educ 17(4):321–341
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Brousseau, G., Warfield, V. (2014). Didactical Contract and the Teaching and Learning of Science. In: Gunstone, R. (eds) Encyclopedia of Science Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6165-0_93-2
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DOI: https://doi.org/10.1007/978-94-007-6165-0_93-2
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