Reflections on different theories of Mathematics Education: comparisons, similarities and differences

Resumo

Background: Mathematics Education has evolved as a discipline in recent decades, with several theories emerging to explain the teaching and learning processes. This paper provides a critical reflection on the development of these theories, their similarities and differences. Objectives: To analyze and compare different theories of Mathematics Education, highlighting their historical context, key principles and relationships. Design: This study presents a historical-critical analysis of the main theories in Mathematics Education, focusing on their evolution, similarities and differences. Setting and participants: The research examines primary sources and key works associated with the emergence of several theories in Mathematics Education, including the Theory of Didactic Situations (TSD), the Anthropological Theory of Didactics (ADT), the Ontosemiotic Approach (AOS) and the Theory of Objectification (OT). Data collection and analysis: The study involves a comprehensive review of original works and critical analyses of each theory, examining their principles, methodologies and applications in Mathematics Education. Findings: The analysis reveals that although theories in Mathematics Education have distinct characteristics, they often share more common elements than differences. The study highlights the importance of considering historical theories alongside more recent ones. Conclusions: The research emphasizes the value of critically examining both historical and contemporary theories in Mathematics Education, promoting a more comprehensive understanding of the field and encouraging researchers to consider points of convergence between seemingly disparate theories.