Encyclopedia of Mathematics Education

2014 Edition
| Editors: Stephen Lerman

Anthropological Approaches in Mathematics Education, French Perspectives

  • Yves ChevallardEmail author
  • Gérard Sensevy
Reference work entry
DOI: https://doi.org/10.1007/978-94-007-4978-8_9

Characteristics

This entry encompasses two interrelated though distinct approaches to mathematics education: the anthropological theory of the didactic (ATD for short) and the joint action theory in didactics (JATD). Historically, the germs of ATD are to be found in the theory of didactic transposition (Chevallard 1991), whose scope was at first limited to the genesis and the ensuing peculiarities of the (mathematical) “contents” studied at school; from this perspective, ATD should be regarded as the result of a definite effort to go further by providing a unitary theory of didactic phenomena as defined in what follows. As for JATD, it has emerged from the theory of didactic situations (Brousseau 1997) and the anthropological theory of the didactic by focusing on the very nature of the communicational epistemic process within didactic transactions. ATD and JATD share a common conception of knowledge as a practice and a discourse on practice together – i.e., as a praxeology – along...

Keywords

Anthropology Didactics Joint action Mathematics Praxeology School epistemology 
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References

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Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  1. 1.Apprentissage Didactique, Evaluation, FormationUMR ADEF – Unité Mixte de RechercheMarseileFrance
  2. 2.Institute of Teacher EducationUniversity of Western BrittanyBrittanyFrance