Working with the Anthropological Theory of the Didactic in Mathematics Education
A Comprehensive Casebook
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.
Table of Contents
Foreword Introduction Glossary Part 1: Unity in Diversity: ATD at Work Chapter 1. What kind of results can be rationally justified in didactics? Chapter 2. Research on ATD outside mathematics Part 2: Praxeological and Didactic Analysis Chapter 3. Praxeologies to be taught and praxeologies for teaching: a delicate frontier Chapter 4. Developments and functionalities in the praxeological model Chapter 5. Research on negative numbers in school algebra Chapter 6. The potential of reference epistemological models. The case of elementary differential calculus Part 3: Questioning the World Chapter 7. The Second Spanish Republic and the Project Method. A view from the ATD Chapter 8. The ecology of study and research paths in upper secondary school: the cases of Denmark and Japan Chapter 9. The need for new teaching praxeologies in the paradigm of questioning the world Part 4: ATD and the Teaching Profession Chapter 10. The studying of teachers' mathematical and didactic praxeologies as a tool for teacher education Chapter 11. The education of prospective early childhood teachers within the paradigm of questioning the world Chapter 12. The education of school and university teachers within the paradigm of questioning the world Chapter 13. On the contributions of the ATD to the teaching profession
Marianna Bosch is Professor at Universitat Ramon Llull, Spain. She is an experienced researcher in ATD with a long involvement in the dissemination of research to the international audience.
Yves Chevallard is Professor Emeritus at Aix-Marseille Université, France and the main developer of ATD.
Francisco Javier García is a researcher and lectuerer at Universidad de Jaén, Spain.
John Monaghan is Emeritus Professor at the University of Leeds, UK and Professor at the University of Agder, Norway.