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The article at hand aims
at a better understanding of the genealogy of research in mathematics
didactics in France. It takes a look at the disruptions that
actually created this field of research, and compares it with
the starting point of other didactics. Then follows a display
of the particularities of the main theories of mathematics didactics
in France: The theory of didactical situations, the theory of
conceptual fields, and the anthropological theory of didactics.
Finally, a recent developmental phase, characterized by taking
into account ‘ordinary’ classes and changes in the
teachers’ position, is described. In conclusion, the intention
is to show how mathematics didactics have evolved from a rather
narrow branch-specific concept to a driving force of important
interactions with other didactics and fields of educational
science. |
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