Theoretical frameworks of mathematics didactics for the analysis of the teaching didactic system and its implementation difficulties
DOI:
https://doi.org/10.33361/RPQ.2026.v.14.n.41.1678Keywords:
Institutional and personal relationships, Praxeology, Framework, Levels of knowledgeAbstract
This study presents options for theoretical frameworks of French mathematics didactics, allowing for the analysis and understanding of past and present institutional proposals. We compare these proposals to reveal the gaps and difficulties in implementing new teaching systems centered on documents created by specialists without the participation of teachers, educators, and students—the key players in their operation—who generally feel their demands are not being met. This lack of dialogue tends to hinder the development of proposals in schools, as demonstrated through examples of the relationship between the old curriculum represented by the National Curriculum Parameters and the National Common Curriculum Base. To illustrate this, we rely on specific concepts from French mathematics didactics. We observe the need to create study groups between schools and universities to assist in the development of joint projects that help reconstruct the new didactic system.Downloads
References
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