The founder of the anthropological theory of the didactical, Yves Chevallard, was recently
awarded the Hans Freudenthal medal, given in recognition of “a major cumulative program …

The question tackled here centres on the notion—or, more precisely, the many notions—of
theory often used in discussing scientific matters. The analysis that we attempt develops …

Abstract Mathematics is studied in universities by a large number of students. At the same
time it is a field of research for a (smaller) number of university teachers. What relations, if …

The chapter briefly introduces the Anthropological Theory of the Didactic (ATD) by referring
to the data from Chap. 2. ATD provides a frame for investigating mathematical and didactic …

This entry encompasses two interrelated though distinct approaches to mathematics
education: the anthropological theory of the didactic (ATD for short) and the joint action …

The question of the kind of knowledge needed by a mathe matics teacher has been a
subject of study and discussion within the mathematics education community for the past …

Many tests were seen as focusing too narrowly on routine procedures and factual
knowledge, whilst paying far too little attention to conceptual understanding, problem …

A quick glance at contemporary mathematics education makes plain that we are living in a
time of important changes. The ideas conveyed by classical theories in our field, including …

Which didactical functions are assumed by interactions between the teacher and pupils in
mathematical teaching? These interactions are in the present case approached as …

The struggle to eliminate “magic mentality” has affected the development of all scientific
disciplines. This process of “de-magification” has been sustained in the use of models …