This book presents the main research veins developed within the framework of the Anthropological Theory of the Didactic (ATD), a paradigm that originated in French didactics of mathematics. While a great number of publications on ATD are available in French and Spanish, Working with the Anthropological Theory of the Didactic in Mathematics Education is the first directed at English-speaking international audiences.

Written and edited by leading researchers in ATD, the book covers all aspects of ATD theory and practice, including teaching applications. The chapters feature the most relevant and recent investigations presented at the 6th international conference on the ATD, offering a unique opportunity for an international audience interested in the study of mathematics teaching and learning to keep in touch with advances in educational research. The book is divided into four sections and the contributions explore key topics such as:

  • The core concept of ‘praxeology’, including its development and functionalities
  • The need for new teaching praxeologies in the paradigm of questioning the world
  • The impact of ATD on the teaching profession and the education of teachers

This is the second volume in the New Perspectives on Research in Mathematics Education. This comprehensive casebook is an indispensable resource for researchers, teachers and graduate students around the world.

part 1|1 pages

Unity in Diversity: ATD at Work

chapter 1|9 pages

What kind of results can be rationally justified in didactics?

ByJosep Gascón, Pedro Nicolás

chapter 2|19 pages

Research on ATD outside mathematics

ByCaroline Ladage, Marianne Achiam, Martha Marandino

part 2|1 pages

Praxeological and Didactic Analysis

chapter 3|8 pages

Praxeologies to be taught and praxeologies for teaching

33A delicate frontier
ByMichèle Artaud

chapter 4|20 pages

Developments and functionalities in the praxeological model

ByHamid Chaachoua, Annie Bessot, Avenilde Romo, Corine Castela

chapter 5|16 pages

Research on negative numbers in school algebra

ByEva Cid, José M. Muñoz-Escolano, Noemí Ruiz-Munzón

chapter 6|22 pages

The phenomenotechnical potential of reference epistemological models

The case of elementary differential calculus
ByCatarina Lucas, Cecilio Fonseca, Josep Gascón, Maggy Schneider

part 3|1 pages

Questioning the World

chapter 7|17 pages

The Second Spanish Republic and the project method

101A view from the ATD
ByEncarna Sánchez-Jiménez, Dolores Carrillo Gallego, Yves Chevallard, Marianna Bosch

chapter 8|21 pages

The ecology of study and research paths in upper secondary school

The cases of Denmark and Japan
ByBritta Jessen, Koji Otaki, Takeshi Miyakawa, Hiroaki Hamanaka, Tatsuya Mizoguchi, Yusuke Shinno, Carl Winsløw

chapter 9|18 pages

The need for new teaching praxeologies in the paradigm of questioning the world

ByJean-Pierre Bourgade, Karine Bernad, Yves Matheron

part 4|1 pages

ATD and the Teaching Profession

chapter 11|20 pages

The education of prospective early childhood teachers within the paradigm of questioning the world

ByFrancisco Javier García, Tomás Ángel Sierra, Mercedes Hidalgo, Esther Rodríguez

chapter 12|24 pages

The education of school and university teachers within the paradigm of questioning the world

ByBerta Barquero, Ignasi Florensa, Alicia Ruiz-Olarría

chapter 13|18 pages

On the contributions of the ATD to the teaching profession

ByKlaus Rasmussen, Kaj Østergaard, André Pressiat