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The Joint Action Theory in Didactics: Why Do We Need it in the Case of Teaching and Learning Mathematics ?

Published inProceedings of the 6th Congress of the European society of Mathematics Education, Editors Durrand-Guerrier, V; Soury-Lavergne, S. & Arzarello, F., p. 1615-1624
Presented at Lyon (France), January 28th-February 1st 2009
PublisherLyon : INRP / IFE
Publication date2010
Abstract

In this paper, we reflect on the Anthropo logical Theory of Didactics and the Theory of Didactical Situations in Mathematics as the roots of an emergent framework: the Joint Action Theory in Didactics. Disclosing some of the boundaries of the two major French theories in didactics allows us to sketch an integrative scheme of certain of their principles and concepts within the background of socio-cultural and pragmatist approaches to teaching and learning practices.

Keywords
  • Anthropological Theory of the Didactics
  • Theory of the Didactical Situations in Mathematics
  • Joint Action Theory in Didactics
NotePeer-reviewed paper (Working Group 9 : Different Theoritical Perspectives and Approaches in Research in Mathematics Education)
Citation (ISO format)
LIGOZAT, Florence, SCHUBAUER, Maria-Luisa. The Joint Action Theory in Didactics: Why Do We Need it in the Case of Teaching and Learning Mathematics ? In: Proceedings of the 6th Congress of the European society of Mathematics Education. Lyon (France). Lyon : INRP / IFE, 2010. p. 1615–1624.
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  • PID : unige:23087
ISBN978-2-7342-1190-7
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