# Didactical Phenomenology (Freudenthal)

**DOI:**https://doi.org/10.1007/978-94-007-4978-8_49

## What Is Meant by Didactical Phenomenology?

The term *didactical phenomenology* was coined by Hans Freudenthal. Although his initial ideas for it date from the late 1940s, he likely first used the term in a German article in 1974. A few years later, the term appeared in English in his book *Weeding and Sowing – Preface to a Science of Mathematical Education* (Freudenthal 1978). Understanding the term requires comprehending Freudenthal’s notion of a *phenomenology* of mathematics, which refers to describing mathematical concepts, structures, or ideas, as thought objects (*nooumena*) in their relation to the phenomena (*phainomena*) of the physical, social, and mental world that can be organized by these thought objects.

The term *didactical* is used by Freudenthal in the European continental tradition referring to the way we teach students and the organization of teaching processes. This definition of didactics goes back to Comenius’ (1592–1670) *Didactica Magna*(Great Didactics) that contains a...

## Keywords

Phenomena in reality Mathematical thought objects Didactics Realistic mathematics education Analyses of subject matter## References

- Freudenthal H (1978) Weeding and sowing. Preface to a science of mathematical education. Reidel, DordrechtGoogle Scholar
- Freudenthal H (1983) Didactical phenomenology of mathematical structures. Reidel, DordrechtGoogle Scholar
- Freudenthal H (1991) Revisiting mathematics education. China lectures. Kluwer, DordrechtGoogle Scholar