Matematikdidaktik

Matematikdidaktik, or mathematics didactics, is the field that studies how mathematics is taught and learned in educational settings. It addresses what mathematical content is chosen, how it is organized and framed for learners, and the instructional practices that support understanding, reasoning, and problem solving. The discipline integrates theory and practice to inform curriculum design, teaching methods, and assessment strategies.

Theoretical foundations in matematikdidaktik include views from constructivism, sociocultural learning, and cognitive psychology, as well as European didaktik traditions that emphasize the transformation of professional mathematical knowledge into teachable content. Key concepts include the didactic transposition, the process by which mathematical knowledge from the discipline is reformulated into school knowledge, and the didactic contract, the expectations and obligations perceived by teachers and students within a learning situation. The didactic triangle, comprising the teacher, the student, and the content, is a common model for analyzing classroom dynamics and learning opportunities.

Research topics in the field cover curriculum design, instructional design, representation and symbolism in mathematics, student concept development, and equity in access to high-quality mathematics education. Methodologies often combine theoretical analysis with classroom-based studies, design-based research, and action research to improve practice. Applications include teacher education, curriculum reform, classroom assessment, and policy development.

In practice, matematikdidaktik informs the selection of tasks, use of representations (such as visual models and diagrams), classroom discourse, and the integration of technology to support learning. It aims to enhance mathematical understanding while fostering critical thinking and mathematical literacy for diverse learners.