for the learning of mathematics

an international journal of mathematics education

Sean Larsen - Vol. 38 Num. 3 (2018)
 Didactical phenomenology: the engine that drives Realistic Mathematics Education


The purpose of this article is to explore the use of didactical phenomenology as an instructional design heuristic. In doing so, I will articulate ways in which didactical phenomenology can be used in conjunction with the guided reinvention and emergent models heuristics to support instructional design. This discussion will be supported by examples from an instructional design project in introductory abstract algebra. These examples will also be used to emphasize the key idea that students' mathematical activity is an important source of contexts to be explored using didactical phenomenology.