StatusThe thesis was presented on the 9 December, 2005
Approved by NCAA on the 26 January, 2006
Abstract– 0.50 Mb / in romanian
The problem raised in this paper aims not only identifying the place of the didactics of different subjects within the range of educational science, but it also entails the affirmation of a paradigm necessary for the elaboration of specialized didactics within postmodern pedagogy.
Two paradigms have identified that have recently emerged during the last decades in the field of the didactics of specialties which are considered as patterns of the application of the theory of pedagogy.
The paradigm of applied didactics used to lie at the bases of the numerous exercises accumulated in educational school practice, starting form the elementary requirements which were felt in planning the concrete activities (lessons). Traditionally it is about that didactics of the specialty known as the methodology of teaching/didactics of teaching elaborated and applied according to stages, cycles and years of study.
The model proposed contains, basically guidelines hinting at the "teacher's art" to teach, to stimulate learning, to check the results starting from classical concepts and principals of general didactics.
The paradigm of the didactics of science identifies and reports the basic epistemological structure of the domain (of the subject matter) to the basic psychological structure of the personality of the (person to be) educated, depending not only on the individual peculiarities and those of their age but also on the nature of the socio-cultural environment supplied by the family, community and school. This paradigm encourages a type of structure of the didactics of the specialty that stimulates the teacher's initiative concerning the optimum correlation between the dimension of the informative and formative pedagogical message.
This paper aims at the elaboration of a paradigm of specialized didactics applied to the field of mathematics, in an attempt to identify the lines of continuity and integration of the two models presented above.
The objectives of our research are specific to an investigation of an orientation and ameliorative experimental type with a view to improving the system of projecting the teaching activities in mathematics, organized at all the levels of education. To this purpose a combination of the strategy of fundamental research with historical and comparative research was necessary.
The thesis is structured into seven parts, containing 16 chapters which cover the fundamental purpose of our research: the elaboration of a paradigm of specialized didactics applied in mathematics.
The originality of didactics of the specialty results from the twofold concentration on both the learner and the interaction with the subject matter.
Last minute research revalue in the field of the didactics of the
specialty operational concepts applicable in didactics, didactic contract
problem situation, discipline matrix, conceptual field, obstacle objective.
Under consideration  :