English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

In various investigations, the following phenomenon has been observed: the didactical suitability criteria proposed by the Ontosemiotic Approach function as regularities in teachers’ speech when they justify that their didactic proposals represent an improvement, without having been taught the use of this tool to guide their reflection. This article explains this phenomenon by placing the didactical suitability construct in the problematic on the role of assessments and normative principles in teacher practice. More generally, there is a theoretical development of the didactical suitability construct: how it originated, what leads to us and how it can affect the teacher's practice.

Criterios valorativos y normativos en la Didáctica de las Matemáticas: el caso del constructo idoneidad didáctica