The scale of levels of didactic codeterminacy
The ATD is one of the first frameworks to develop an ecological approach in didactics. The main question is to study what makes a certain teaching and learning process possible, what conditions promote the existence of certain school activities and what constraints, on the contrary, hinder their implementation. Before trying to change our educational reality, it is critical to better know the conditions and constraints that can explain the current state of things. This requires researchers to adopt a broad perspective about the didactic activities they want to describe and analyse, in order to go beyond the level of the mathematical activities or contents at stake.
This module is based on a communication presented by Marianna Bosch, Jordi Cuadros, Ignasi Florensa and Noemí Ruiz-Munzón at the 2nd congress of the International Network for Didactic Research in University Mathematics (INDRUM) in 2018:
• Florensa, I., Bosch, M., Cuadros, J., Gascón, J. (2018). Helping lecturers address and formulate teaching challenges: An exploratory study. INDRUM 2018, INDRUM Network, University of Agder, Kristiansand, Norway. ffhal-01849937f
The lecture given by Marianna Bosch at the ICME 12 conference in Seoul (North Korea) illustrates with the case of school algebra the praxeological and ecological analyses made possible by the ATD:
• Bosch, M. (2015). Doing research within the anthropological theory of the didactic: The case of school algebra. In S. Cho (Eds.) Selected Regular Lectures from the 12th International Congress on Mathematical Education (pp. 51-70). Springer, Cham.
A paper using the scale of levels of didactic codeterminacy to analyse international comparative research on mathematics education:
Artigue, M., & Winsløw, C. (2010). International comparative studies on mathematics education: A viewpoint from the anthropological theory of the didactic. Recherches en Didactique des Mathématiques, 30(1), 48–82.