Introduction to the Anthropological Theory of the Didactic (ATD)

Chapter
First Online:
Part of the Advances in Mathematics Education book series (AME)

Abstract

The chapter briefly introduces the Anthropological Theory of the Didactic (ATD) by referring to the data from Chap.  2. ATD provides a frame for investigating mathematical and didactic activities in terms of praxeologies, focusing on their components, dynamics, and the conditions that enable their existence and development in a given institutional setting. The main idea of the concept of praxeologies is that all human activities comprise and link two parts, a practice and a theory one.

Keywords

Theories Anthropological theory of the didactic 
This is a preview of subscription content, log in to check access.

References

  1. Artigue, M., & Winsløw, C. (2010). International comparative studies on mathematics education: A viewpoint from the Anthropological Theory of Didactics. Recherches en Didactique des Mathématiques, 31(1), 47–82.Google Scholar
  2. Barbé, Q., Bosch, M., Espinoza, L., & Gascón, J. (2005). Didactic restrictions on the teacher’s practice. The case of limits of functions. Educational Studies in Mathematics, 59, 235–268.CrossRefGoogle Scholar
  3. Bosch, M., & Gascón, J. (2006). Twenty-five years of the didactic transposition. ICMI Bulletin, 58, 51–63.Google Scholar
  4. Bosch, M., Gascón, J., Ruiz Olarría, A., Artaud, M., Bronner, A., Chevallard, Y., Cirade, G., Ladage, C., & Larguier, M. (2011). Un panorama de la TAD. An overview on ATD (CRM Documents, Vol. 10). Bellaterra (Barcelona): Centre de Recerca Matemàtica.Google Scholar
  5. Bronner, A., Larguier, M., Artaud, M., Bosch, M., Chevallard, Y., Cirade, G., & Ladage, C. (2010). Diffuser les mathématiques (et les autres savoirs) comme outils de connaissance et d’action. Montpellier: IUFM.Google Scholar
  6. Chevallard, Y. (1985). La Transposition Didactique. Du savoir savant au savoir enseigné (2nd ed., 1991). Grenoble: La Pensée Sauvage.Google Scholar
  7. Chevallard, Y. (1989). On didactic transposition theory: Some introductory notes. In Proceedings of the international symposium on selected domains of research and development in mathematics education, Bratislava (pp. 51–62). http://yves.chevallard.free.fr/spip/spip/IMG/pdf/On_Didactic_Transposition_Theory.pdf. Accessed 30 Oct 2013.
  8. Chevallard, Y. (1992a). Fundamental concepts in didactics: Perspectives provided by an anthropological approach. In R. Douady & A. Mercier (Eds.), Research in Didactique of mathematics, selected papers (pp. 131–167). Grenoble: La Pensée Sauvage.Google Scholar
  9. Chevallard, Y. (1992b). A theoretical approach to curricula. Journal für Mathematikdidaktik, 13(2/3), 215–230. http://yves.chevallard.free.fr/spip/spip/IMG/pdf/A_Theoretical_Approach_to_Curricula.pdf. Accessed 30 Oct 2013.
  10. Chevallard, Y. (1999). L’analyse des pratiques enseignantes en théorie anthropologique du didactique. Recherches en Didactique des Mathématiques, 19(2), 221–266.Google Scholar
  11. Chevallard, Y. (2002). Organiser l’étude. 3. Écologie regulation. In J.-L. Dorier, M. Artaud, M. Artigue, R. Berthelot, & R. Floris (Eds.), Actes de la 11e École d’Été de didactique des mathématiques (pp. 41–56). Grenoble: La Pensée sauvage.Google Scholar
  12. Chevallard, Y. (2006). Steps towards a new epistemology in mathematics education. In M. Bosch (Ed.), Proceedings of the IV Congress of the European Society for Research in Mathematics Education (pp. 21–30). Barcelona: FUNDEMI-IQS.Google Scholar
  13. Estepa, A., García, F. J., & Ruiz-Higueras, L. (2006). Sociedad, escuela y matemáticas. Aportaciones de la Teoría Antropológica de lo Didáctico (TAD). Jaén: Publicaciones de la Universidad de Jaén.Google Scholar
  14. García, F. J., Gascón, J., Ruiz Higueras, L., & Bosch, M. (2006). Mathematical modelling as a tool for the connection of school mathematics. ZDM – The International Journal on Mathematics Education, 38(3), 226–246.CrossRefGoogle Scholar

Copyright information

© Springer International Publishing Switzerland 2014

Authors and Affiliations

  1. 1.IQS School of ManagementUniversitat Ramon LlullBarcelonaSpain
  2. 2.Facultat de Ciències, Departament de MatemàtiquesUniversitat Autònoma de BarcelonaBellaterra (Cerdanyola del Vallès), BarcelonaSpain

Personalised recommendations