DIDACTIC MODEL – BRIDGING A CONCEPT WITH PHENOMENA

The article focuses on a specific method of constructing the concept of function. The core of this method is a didactic model that plays two roles together – on the one hand a role of a model of the concept of function and on the other hand a role of a model of physical phenomena that functions can represent. This synergy of modeling situations and constructing mathematical language to describe them is an initial issue in a Learning System. DIDACTIC MODEL AS A COMPONENT IN A LEARNING SYSTEM A didactic model is a means for learning a new mathematical concept. It consists of objects familiar to the learner with well-defined operations on them. The operations performed on the objects are rigorously defined and are fully and uniquely mapped onto the formal mathematical operations and syntax of this yet unknown mathematical concept. These operations support the construction of an understanding of more formal reasoning about mathematical concepts and about their essential properties. An example of such model is the Cuisenaire Rods for supporting the foundation for learning the concept of number (described by Nesher 1989)