The article is based on the understanding that subject-matter didactics rests on a principle of recontextualisation and that comparative subject-matter didactics investigates differences and similarities between subject-matters in a didactical perspective. The question is raised whether it is possible to recontextualise (“translate”) a subject-matter didactical concept developed in the frame of one subject-matter didactics into that of another. An example recontextualising a specific concept from the didactics of mathematics into the frame of the didactics of music is used to examine this question. It is concluded that recontextualisation is possible, and that this depends on a transdisciplinary distinction, enabling a reconstruction.
Cursiv, 2011, Issue 7, p. 189-194
sammenlignende fagdidaktik; didaktiktisering; transposition; rekontektualisering; musikdidaktik; matematik og musik