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Anthropological Approaches in Mathematics Education, French Perspectives

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Encyclopedia of Mathematics Education

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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...

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References

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Author information

Authors and Affiliations

  1. Apprentissage Didactique, Evaluation, Formation, UMR ADEF – Unité Mixte de Recherche, 3 place Victor Hugo, 13331 cedex 03, Marseile, France

    Yves Chevallard

  2. Institute of Teacher Education, University of Western Brittany, Brittany, France

    Gérard Sensevy

Authors
  1. Yves Chevallard
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  2. Gérard Sensevy
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Corresponding author

Correspondence to Yves Chevallard .

Editor information

Editors and Affiliations

  1. Department of Education, Centre for Mathematics Education, London South Bank University, London, UK

    Stephen Lerman

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Chevallard, Y., Sensevy, G. (2014). Anthropological Approaches in Mathematics Education, French Perspectives. In: Lerman, S. (eds) Encyclopedia of Mathematics Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4978-8_9

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  • DOI: https://doi.org/10.1007/978-94-007-4978-8_9

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