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Networking of Theories as a Research Practice in Mathematics Education pp 67–83Cite as

Introduction to the Anthropological Theory of the Didactic (ATD)

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Part of the book series: Advances in Mathematics Education ((AME))

Abstract

The chapter briefly introduces the Anthropological Theory of the Didactic (ATD) by referring to the data from Chap. 2. ATD provides a frame for investigating mathematical and didactic activities in terms of praxeologies, focusing on their components, dynamics, and the conditions that enable their existence and development in a given institutional setting. The main idea of the concept of praxeologies is that all human activities comprise and link two parts, a practice and a theory one.

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Notes

  1. 1.

    The adjective “didactic” is used to refer to anything related to the teaching, learning, or study of a given content.

References

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Author information

Authors and Affiliations

  1. IQS School of Management, Universitat Ramon Llull, Via Augusta 390, 08017, Barcelona, Spain

    Marianna Bosch

  2. Facultat de Ciències, Departament de Matemàtiques, Universitat Autònoma de Barcelona, Edifici C – Campus de la UAB, 08193, Bellaterra (Cerdanyola del Vallès), Barcelona, Spain

    Josep Gascón

Authors
  1. Marianna Bosch
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  2. Josep Gascón
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Correspondence to Marianna Bosch .

Editor information

Editors and Affiliations

  1. Fachbereich 03 für Mathematik und Informatik, AG Didaktik der Mathematik, University of Bremen, Bremen, Germany

    Angelika Bikner-Ahsbahs

  2. Institute for Development and Research in Mathematics Education, TU Dortmund University, Dortmund, Germany

    Susanne Prediger

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Bosch, M., Gascón, J. (2014). Introduction to the Anthropological Theory of the Didactic (ATD). In: Bikner-Ahsbahs, A., Prediger, S. (eds) Networking of Theories as a Research Practice in Mathematics Education. Advances in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-05389-9_5

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