Working with the Anthropological Theory of the Didactic in Mathematics Education: A Comprehensive Casebook, 1st Edition (Paperback) book cover

Working with the Anthropological Theory of the Didactic in Mathematics Education

A Comprehensive Casebook, 1st Edition

Edited by Marianna Bosch, Yves Chevallard, Francisco Javier García, John Monaghan

Routledge

288 pages | 33 B/W Illus.

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Paperback: 9780367187705
pub: 2019-10-28
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Description

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 the 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

About the Editors

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.

About the Series

European Research in Mathematics Education

European Research in Mathematics Education

New Perspectives on Research in Mathematics Education is produced in association with the European Society for Research in Mathematics Education (ERME), a growing society of almost 900 international researchers.

The volumes in this series seek to understand and improve the learning and teaching of mathematics at schools, colleges and universities, as well as in informal settings. The series adopts a variety of perspectives on its research field and puts an emphasis on reflecting the institutional, societal, and cultural contexts of learners, teachers and researchers and how this context shapes research.

Written by and for international researchers, New Perspectives on Research in Mathematics Education is a series at the cutting-edge of mathematical research, devoted to documenting and inspiring cooperative and collaborative research in Europe and worldwide.

Editors of the ERME Series

Viviane Durand-Guerrier (France)
Konrad Krainer (Austria)
Susanne Prediger (Germany)
Naďa Vondrová (Czech Republic)

International Advisory Board of the ERME Serien

Marcelo Borba (Brazil)
Fou-Lai Lin (Taiwan)
Merrilyn Goos (Australia and Ireland)
Barbara Jaworski (Europe, United Kingdom)
Chris Rasmussen (United States of America)
Anna Sierpinska (Canada)

Learn more…

Subject Categories

BISAC Subject Codes/Headings:
EDU000000
EDUCATION / General