Ingeniería Didáctica: Un Enfoque para la Innovación en la Enseñanza de las Matemáticas

Didactic engineering is a research and pedagogical design methodology aimed at developing and validating teaching strategies to address specific learning problems, particularly in mathematics. Introduced by Michèle Artigue in the 1980s and grounded in Guy Brousseau’s Theory of Didactical Situations, this approach enables continuous integration between theory and practice. Through an iterative cycle of design, experimentation, analysis, and refinement, didactic engineering facilitates the learning of abstract concepts by means of situations that promote active student engagement. Key influences—such as Piaget’s constructivism and the use of experimental methods—highlight the importance of ongoing feedback to enhance student understanding. Core principles of this methodology include the contextualization of learning, the iterative interplay between theory and practice, and comprehensive evaluation of both the learning process and its outcomes. Although primarily applied in mathematics education, didactic engineering has also proven effective in science teaching. Nevertheless, it faces challenges such as teacher resistance to change and constraints related to time and resources. Didactic engineering remains a valuable approach in educational innovation, contributing to the design of dynamic and effective learning environments that adapt instruction to the specific needs of each context.