Didactics of Mathematics: Concepts, Roots, Interactions and Dynamics from France

This chapter analyses specificities of the French field of ‘didactics of mathematics’, questioning its reasons, tracing the geneses of concepts related to artefacts and following influences on, and interactions with the international communities of research. This complex genesis is traced in four sections: a first section on the roots of the didactics of mathematics in France, a second section on two founding theoretical frameworks (the theory of didactical situations of Brousseau, and the theory of conceptual fields of Vergnaud), a third section on the anthropological approach of Chevallard, a fourth focusing on specific approaches dedicated to artefacts and resources in mathematics education. Beyond historical and cultural specificities, the chapter aims to evidence the potential of interactions between teachers and researchers, as well as interactions between researchers in mathematics and mathematics education for improving our understanding of learning and teaching issues in mathematics.