Chevallard Y., Barquero B., Bosch M. et al. (eds.) Advances in the Anthropological Theory of the Didactic

Birkhäuser, 2022. — 348 p. — ISBN 978-3-030-76790-7.The book focuses on the latest developments of the Anthropological Theory of the Didactic (ATD) and its links with other approaches in mathematics education. Leading researchers in the ATD and especially its creator, Yves Chevallard, present recent research results, theoretical advances and new methodologies in this approach, concerning critical educational problems at all levels. The book is addressed to researchers in mathematics education and all related fields, to teacher educators and teachers in primary, secondary and tertiary education interested in curriculum issues and research in didactics.The book includes four sections that correspond to four axes of current research in the framework of the ATD. The first one studies the relations between the ATD and other research frameworks. The second section focuses on the crucial role of didactics in teacher education, and the experiences carried out at different instructional levels. The third section addresses the curriculum problem in the historical transition from the classical paradigm of visiting works to the emerging didactic paradigm of questioning the world. The last section is about research in didactics at the university level, with investigations about the analysis of processes and the design and implementation of various instructional formats.Introduction to Part I Dialogue Between Theories in Didactics
On the Genesis and Progress of the ATD
ATD on Relationships Between Research and Teaching.​ The Case of a Didactic Problem Concerning Real Numbers
From the Networking of Theories to the Discussion of the Educational Implications of Research
Theory of Didactical Situations in Mathematics:​ An Epistemological Revolution
The Onto-semiotic Approach in Mathematics Education.​ Analysing Objects and Meanings in Mathematical Practice
APOS Theory and the Role of the Genetic Decomposition
Introduction to Part II Mathematics Teacher Education and the Professionalisation of Teaching
Challenges and Advances in Teacher Education Within the ATD
Analyzing Mathematics Teachers’ Collective Work in Terms of the Inquiry
On the Problem Between Devices and Infrastructures in Teacher Education Within the Paradigm of Questioning the World
Introduction of Ordinal Number at the Beginning of the French Curriculum:​ A Study of Professional Teaching Problem
Study and Research for Teacher Education:​ Some Advances on Teacher Education in the Paradigm of Questioning the World
Transpositive Phenomena of Didactics in Teacher Training
Prospective Teachers’ Narrative Analysis Using the Didactic-Mathematical Knowledge and Competences Model (DMKC)
Exploring the Paradidactic Ecosystem:​ Conditions and Constraints on the Teaching Profession
Teacher Learning in Collaborative Settings:​ Analysis of an Open Lesson
Introduction to Part III The Curriculum Problem and the Paradigm of Questioning the World
Toward a Scientific Understanding of a Possibly Upcoming Civilizational Revolution
The Analysis of Dominant Praxeological Models with a Reference Praxeological Model:​ A Case Study on Quadratic Equations
Study and Research Paths, Ecology and In-service Teachers
Analysing the Dialectic of Questions and Answers in Study and Research Paths
Experimentation of a Study and Research Path:​ Didactic-Mathematical Indicators of Dialectics
Introduction for Part IV Research in Didactics of Mathematics at the University Level
Institutional Transitions in University Mathematics Education
Examining Individual and Collective Level Mathematical Progress
Mathematical Analysis at University
Using Tools from ATD to Analyse the Use of Mathematics in Engineering Tasks:​ Some Cases Involving Integrals
A Workshop on the Epistemology and Didactics of Mathematical Structuralism
About Two Epistemological Related Aspects in Mathematical Practices of Empirical Sciences
Describing Mathematical Activity:​ Dynamic and Static Aspects