Abstract
Since the early 1970s and up to the present day, Michèle Artigue has been closely linked to the emergence and the development of the didactics of mathematics. By observing her exemplary professional history, one can witness a new and specific research domain taking form, as well as see the difficulties that accompanied its recognition by both the academic community and, more generally, the whole education community. Following this notion of recognition, we have organised this opening chapter around some of the major issues related to the past, the present, and the future of the didactics of mathematics, and more generally of mathematics education: didactics as a specific research domain, the role of theoretical frameworks, the relationship to connected fields of research, and finally, the way didactics considers its relationship with the outside world of mathematics teaching and learning.
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Notes
- 1.
This characteristic is of course not specific to France. One can also think of the International Group for the Psychology of Mathematics Education (PME), an ICMI-affiliated study group established in 1976, whose fifth conference was held in Grenoble in 1981. (Gérard Vergnaud was a member of the International Committee of PME at its beginning and also PME President in 1982.)
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Hodgson, B.R., Kuzniak, A., Lagrange, JB. (2016). Introduction: Perspectives on Didactics of Mathematics through Michèle Artigue’s Contributions. In: Hodgson, B., Kuzniak, A., Lagrange, JB. (eds) The Didactics of Mathematics: Approaches and Issues. Springer, Cham. https://doi.org/10.1007/978-3-319-26047-1_1
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