Theory of Didactical Situations: a historical approach to mathematical learning in peruvian higher education

Valdiviezo-Zapata C.; Chapilliquén-Tume J.C.; Almestar-Juárez S. · Clio. Revista de Historia, Ciencias Humanas y Pensamiento Critico. (2026) · DOI: 10.5281/zenodo.19355145

Resumen

Mathematics education in Peru has long been defined by a colonial and encyclopedic heritage that prioritizes instrumental reproduction, rote dogmatism, and a "banking" model of learning. In response to this context, this study evaluates the disruptive potential of the Theory of Didactical Situations (TDS) as a counterpoint to the banking-colonial practices prevalent in Peruvian higher education. Using a qualitative, socio-critical approach, the research employed the NASA Moon Survival Task as a didactic provocation to document students' mathematical rationalities and deliberative processes. The findings reveal that traditional teaching methods function as epistemological obstacles rooted in the "coloniality of knowledge," reducing mathematics to a dogmatic corpus disconnected from the student experience. Furthermore, the study determined that TDS transcends mere technique; it serves as a disruptive mechanism that subverts classroom hierarchies. Ultimately, the research concludes that the Theory of Didactical Situations is essential for the democratization of knowledge, reclaiming the right to produce original though, a shift that is imperative for innovation and holistic development in Peru.

Instituciones: Universidad Tecnológica del Perú