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.