Application of anthropological theory of didactic in teaching of mathematics

Document Type : Promotional Paper

Authors

Department of Mathematics Education, Faculty of Mathematics and Computer, Shahid Bahonar University of Kerman, Kerman, Iran. Mahani Math Center, Afzalipour Research Institute, Shahid Bahonar University of Kerman, Kerman, Iran

Abstract

The anthropological theory of didactic is a new theory in the field of mathematics education, which was presented by a French mathematician named Chevellard in 1991. The main focus of the anthropological theory of didactic is on human interactions in the teaching-learning process. According to the framework of the Anthropological Theory of the Didactic (ATD), the goal of education is to elucidate the mechanism through which knowledge within an institution $ I $ is transmitted to individuals $ x $ in society $ \widehat{S} $. Chevellard identified two aspects of human mathematical activity, which includes a practical part (Praxis) and a knowledge part (Logos). The Anthropological Theory of the Didactic (ATD) introduces praxeology as a tool for analyzing mathematical activities by considering their constituent components and the conditions present within educational institutions. Praxeology is a central concept and a key instrument in ATD. The aim of ATD is to provide a theory about human actions, and praxeology
serves as the core concept for describing these actions. The practical part and the knowledge part are the components of praxeology (behavioral science). The practical part includes tasks and techniques. The knowledge part includes technology that explains the practical part. Also, the knowledge section contains a theory that justifies the technology used. The four elements of the anthropological theory of didactic (tasks, techniques, technology, and theory) are interconnected. In this article, after introducing the anthropological theory of didactic, the relationship between this theory and the theory of didactical situations (TDS) is stated. Then, the application of this theory in two mathematical examples from the school mathematics curriculum has been examined in detail. The article ends with the idea that the application of the anthropological theory of didactic can lead to a paradigm shift in the process of teaching and learning mathematics at school.

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References

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History

  • Receive Date: 28 December 2024
  • Revise Date: 24 February 2025
  • Accept Date: 09 March 2025
  • Publish Date: 07 July 2025

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