This chapter presents the French didactic tradition. It first describes theemergence and development of this tradition according to four key features (role ofmathematics and mathematicians, role of theories, role of design of teaching andlearning environments, and role of empirical research), and illustrates it through two case studies respectively devoted to research carried out within this traditionon algebra and on line symmetry-reflection. It then questions the influence of thistradition through the contributions of four researchers from Germany, Italy, Mexicoand Tunisia, before ending with a short epilogue.
The French Didactic Tradition in Mathematics / Artigue, Michèle; Bosch, Marianna; Chaachoua, Hamid; Chellougui, Faïza; Chesnais, Aurélie; Durand-Guerrier, Viviane; Knipping, Christine; Maschietto, Michela; Romo-Vázquez, Avenilde; Trouche, Luc. - (2019), pp. 11-56. [10.1007/978-3-030-05514-1_2]
The French Didactic Tradition in Mathematics
Michela Maschietto;
2019
Abstract
This chapter presents the French didactic tradition. It first describes theemergence and development of this tradition according to four key features (role ofmathematics and mathematicians, role of theories, role of design of teaching andlearning environments, and role of empirical research), and illustrates it through two case studies respectively devoted to research carried out within this traditionon algebra and on line symmetry-reflection. It then questions the influence of thistradition through the contributions of four researchers from Germany, Italy, Mexicoand Tunisia, before ending with a short epilogue.
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