Dear Professor Montes:

Good morning. For instance, can a Vygotskyan research method like double-stimulation method become a teaching-.learning strategy in Mathematics Education? Are there any papers about transitional cathegories (or similar subjects) between research method and teaching-learning strategy?

Thank you for your answer

Luis

yes a research method in Mathematics Education or Psychology can becomes a teaching-learning strategy

There are research approaches close to the classroom that allow the translation of research into practice. For example, the approach of learning and teaching trajectories for mathematics.

Clements and Sarama wrote two books (and published them at the same time in 2009) on learning and teaching trajectories: One of them contains an explanation of the theory and research results that underlie the practice; The other is a book for teachers that applies the theoretical elements to the practice of the classroom with numerous examples. These two books are the two sides of a coin. In my opinion, they show the direction that research in Mathematics Education should take. Research in Mathematics Education should not lose the fundamental reference to the classroom.

Of course, there are other approaches that, in my opinion, are doing a good job of articulating theory and practice, such as Chevallard's anthropological theory of the didactic, and there will be more, but I can only comment on what I know.

But the key to answering, for me, is what is the meaning you give the term "becomes" in your question.

Estimado Profesor De Castro:

Gracias por su respuesta. Mi pregunta va, precisamente, para precisar la amplitud y los límites del verbo "volverse". ¿Desde la epistemología, o desde la investigación en Educación Matemática, hay criterios para "convertir" un método de investigación en metodología de enseñanza-aprendizaje? Dudo mucho que ello sea realizado a criterio arbitrario del investigador.

Un cordial saludo

Luis.