Resumo

BROUSSEAU, Guy  e  D’AMORE, Bruno. The attempsts to transform metacognitive analysis into didactical activity. From the empirical to the didactical. Educ. mat. [online]. 2018, vol.30, n.3, pp.41-54.  Epub 07-Fev-2022. ISSN 2448-8089.  https://doi.org/10.24844/em3003.02.

In this paper we want to show how the transformation of an heuristic instrument of analysis into a didactic instrument is a dangerous “metadidactic slipping” that, instead of helping the student constructing knowledge, inhibits and blocks him. We give various examples, different between each other, and we propose various comments.

Palavras-chave : metacognitive analysis; metadidactic slipping; empiric-didactic.