A Theoretical Approach to Curricula

Abstract

This paper was first presented at the International Seminar on Comparative Studies of Mathematical Curricula in Different Countries, held in Frascati (Italy) in may 1987. Though it centers on some definite questions — essentially, “What is a curriculum?”, and “How does a curriculum come into existence ?” — it is intended as an introduction to the theory of the didactic transposition of knowledge, in whose setting it tries to make sense of the aforementioned, central problems of didactic theory. Due to lack of space, the chief theoretical notions on which it hinges — notably those of demands (as opposed to needs), of conditions and constraints, etc. — will not be formally introduced to the reader. Much to the contrary, it has been the author’s intent to make their proper meaning grow out of their straightforward use throughout the text. The argument expounded often wanders from admitted truth and the general style of analysis is bound to come as a surprise to the casual reader, a fact for which the author can, unfortunately, offer no apologies, but which he would rather see as an indication that something is indeed being communicated.