Abstract
In this paper we analyze two approaches to research in mathematics education:
"Design-based research" (DBR) and "Didactic engineering" (DE), in order to study
their possible networking. The problem addressed in both approaches is the design
and evaluation of educational interventions, providing research-based resources for
improving the teaching and learning of mathematics. They also try to contrast
existing theories, or characterize new educational phenomena. We conclude that DE
could be seen as a particular case of DBR, linked to the "Theory of didactical
situations", or that DBR is a generalization of DE that use other theoretical
frameworks as foundations for designing teaching experiments
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