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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 didactic transposition processes and the design and
implementation of various instructional formats.
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