The document compares and contrasts didactics of mathematics and mathematics education through comparative charts provided by multiple authors. Didactics of mathematics focuses on identifying and understanding phenomena related to teaching and learning mathematics, while mathematics education includes the broader field of teaching, learning, and researching mathematics. Both fields aim to improve the learning and understanding of mathematical concepts but do so through different approaches and areas of focus.

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Unit 1 - task 2
Comparing didactics of mathematics and mathematics education
Dainer William Bonilla Tovar 93380055
Félix Osias Palacios
Gemalys Johana Córdoba
Geraldine Marledy Herrera
Niver Orejuela
Universidad Nacional Abierta y a Distancia - UNAD
Escuela de Ciencias de la Educación - ECEDU
Didactics of mathematics - 551032_13
Angie Xiomara Pinto
March 15th
, 2021

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TASK 2
Comparative chart by Dainer William Bonilla Tovar.
Didactics of mathematics Mathematics education
 Defined as the scientific and scholarly
field of research which aims to
identify, characterize, and understand
the phenomena and processes
conditioning the teaching and learning
of mathematics (Bartolini & Bazini,
2003).
 Didactics of mathematics is conceived
as a subsystem of mathematics
education.
 The visualization as a way to represent
mathematical objects is fundamental
in didactics of mathematics (Vinner,
1992 cited in Bagni, 1998).
 The aim of math didactics is to
determine which parts of math theory
will be taught at basic schools, how to
present the pieces of knowledge to be
understandable and adequate to
 Defined as the complex and
heterogeneous social system which
includes theory, development, and
practice concerning the teaching and
learning of mathematics (Bartolini &
Bazini, 2003).
 The object of mathematics education is a
certain area of human activities whose
content, object and goal is mathematics at
different levels and in different forms
(Dörfler, 2003).
 The graphic representation is very
important in mathematical education
(Bagni, 1998).
 The main aim of mathematics education
is to effect learning and understanding
(Atteh, 2020).
 Evidently the aims of mathematics
education need to be related to the social

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pupils´ age and abilities (Blažková,
2013).
 Didactics of math fulfils a lot of
various tasks the most important of
which are the transformation of a
scientific discipline into the system of
a school math, the process of
communication during a teaching
process, and the development of
pupils´ key competences (Blažková,
2013).
groups involved, as well as to their
underlying ideologies (Ernest, 2004).
Comparative chart by Félix Osías Palacios.
Comparative Chart
Didactics Of Mathematics Mathematics Education.
The didactics of mathematics was born in
the seventies, due to the concern of
researchers, mostly French-speaking
mathematicians, to know the different
processes of acquisition and use of
mathematical knowledge.
Mathematics education is a term that refers
both to the learning, practice and teaching
of mathematics, as well as to a field of
academic research on this practice.
Researchers in mathematics education, in
the first instance, question the tools,

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Didactics studies and describes the
conditions necessary to promote and
improve learning.
Within the didactics of mathematics, a
theory of Guy Brousseau known as "theory
of didactic situations" was born.
Brousseau (1999)
"A set of relationships established
explicitly and / or implicitly in a student or
group of students, a certain medium (which
eventually includes an instrument or
objects) and an educational system
(represented by the teacher) in order to
ensure that these students are become the
appropriation of knowledge built or under
construction”.
For the learning of mathematics, it must be
taken into account that there is a close
relationship between teacher, student and
knowing where the three interact, and none
takes center stage but all are protagonists
of learning, there is a balance between
them.
methods and approaches that facilitate the
practice and / or the study of practice.
More critically, education is more than a
simple term, as the illustrious pedagogue
Rafael Flores Ochoa says: "it is the social
and intersubjective process through which
each society assimilates its new members
according to its own rules, values,
guidelines, ideologies, traditions, practices,
projects and knowledge shared by the
majority of society. In a more modern way,
education not only socializes individuals,
but also rescues in them the most valuable,
creative and innovative skills, humanizes
and empowers them as people " (Towards
a pedagogy of knowledge, 1994, p. 304). If
we also add the meaning of mathematics,
expressed by the illustrious mathematician
Bruno D Amore, "they are a human
construction that is used for technical
purposes to model our environment and for
its application in solving practical

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The student has an active role, questions,
explores, analyzes, compares, seeks
solutions to the problem, investigates,
knows, appropriates knowledge.
The teacher also has an active role, must
guide, support, teach and propose problems
that must be meaningful and
contextualized for them.
problems" (Didactics of mathematics,
2006, p. 15), Mathematics Education
becomes complex in itself.
Comparative chart by Gemalys Johana Córdoba.
Didactics of mathematics Mathematics education
 Set of methods use in maths teaching.
 It’s the art of conceiving and
conducting conditions that can
determine the learning of a piece of
mathematical knowledge on the part
of a subject.
 This is a subsystem of mathematics.
 Field dedicated to research maths
teaching.
 Mathematics education is a term that
refers to both the learning and the
practice of teaching and evaluating
mathematics, as well as a field of
academic research on this practice.
 Researchers in mathematics education
first analyze the tools, methods, and

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approaches that facilitate practice and/or
the study of practice.
 A general field in the maths world.
Comparative chart by Geraldine Marledy Herrera.
COMPARATIVE CHART
Didactics Of Mathematics Mathematics Education.
The didatics of mathematics look identify,
characterize, and understand the
phenomena and
processes conditioning the teaching and
learning of mathematics.
In this perspective, didactic research
related to how we think about
mathematics, how we write it and how we
communicate understanding acquires basic
importance.
Researchers in didactics of mathematics
are interested mostly in those particular
The mathematics education includes
theory, development, and practice
concerning the teaching and learning of
mathematics.
Research mathematicians often ignore the
aspect of application and confine
themselves to the purely deductive notion
of proof. Teachers, on the other hand, must
take into consideration the contribution
which a given proof makes to our
understanding of reality. (Hanna and
Jahnke, 1993)

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studies which are explicitly related to
mathematics or to mathematics education,
However, each of the above fields has its
own scholars and specialists, who are very
busy with their own research problems and
their own methodologies.
Historians of mathematics education do not
consider the analytical tools and results of
didactic research useful in their own
research studies.
Comparative chart by Níver Orejuela.
Didactics Of Mathematics Mathematics Education.
Although the fundamental purpose of
didactics is to provide the most effective
strategies and methods in the teaching of
subjects, in mathematics its role is essential
since it seeks to separate the learning of
mathematics as the taboo of the students. It
is there where the stigmatization given to
the field of numbers loses validity, when
finding through didactics the appropriate
way to reach the student through playful
strategies that allow the best assimilation
of numerical concepts.
Mathematics education is a term that refers
to both the learning, practice and teaching
of mathematics as well as a field of
academic research on this practice.
Researchers in mathematics education in
the first instance question the tools,
methods and approaches that facilitate the
practice and / or the study of practice.
Mathematics education, in a general way,
seeks to extend mathematical knowledge,
as far as possible, in the most optimal and
efficient way

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"The true objective of didactics is the
construction of a theory of didactic
processes that provides us with practical
mastery over the phenomena of the
classroom" (Chevallard, 1980; p. 152).
It is to take into account that the didactics
of mathematics seek to account for how to
effectively teach numerical concepts to the
student so that he can cope with them
within different contexts that he may face.
therefore didactics is a discipline that
studies the relationship of knowledge,
teaching and learning of mathematical
content.
Mathematics education for its part has as a
priority the learning-teaching process of
mathematics

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References
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Atteh, E. (2020). The nature of mathematics education; the issue of learning theories and
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Retrieved from
https://www.researchgate.net/publication/343821321_The_Nature_of_Mathematics
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Bagni, G. (1998). Visualization and Didactics of Mathematics in High School: an
experimental research. Scientia Paedagogica Experimentalis XXXV, 1, 161-180.
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