The didactic contract can be divided into two parts: a decentralization treaty – the teacher organizes. Teachers manage didactic situations that create and use mathematical situations, where practices are practiced and where students` mathematical knowledge is developed. The study of the didactic contract focuses on reconciling the aspirations and requirements of students, teachers, parents and society on this specific subject. As a teacher responsible for student learning, it is all too easy to take responsibility for something that belongs to the learners. Instead of this didactic interaction, I have to allow error, reflection, deviation and making sense, while students develop mathematical skills. With an insignificant connection to the story, the message is rarely recalled or lost to the reader. You can identify with it. For my part, I recognize this didactic interaction not only in books, but also in my classroom. Here`s what`s happening in my classroom. During a mathematics course, I quickly commit to clarifying, completing a student`s mathematical explanation or demonstrating the next step. On the other hand, students quickly ask for help when faced with insecurity, because they don`t necessarily believe that learning involves struggles or challenges. Together, we fall into this tacit treaty. This type of interaction in the classroom becomes a barrier to learning.
© 2014 Internet Archive Book Photos, Flickr | CC-BY-SA | via Wylio In this environment, it is important to ask the type of questions that promote judicious engagement. .