Revisiting the didactic triangle: from the particular to the general

Abstract

The basic notion of a didactic triangle is explained with historical annotations on its origins and subsequent theorization in the literature. Instances of its application to classroom environments to demonstrate its representational capabilities are presented. Generalizations of the triangle are proposed that integrate the role of technology, the researcher in mathematics teaching developmental research, and mediating complexes in the student–teacher–content interfaces. Further, the use of the didactic triangle as a heuristic device is also discussed.