Abstract
Although subject matter didactics did not prevail in France as it did in Western Germany in the 1960s and 1970s, the design of the mathematical content to be taught and the preparation of its teaching gave rise to numerous local and national research projects in France. Subsequently, subject matter didactics became part of the didactical engineering research method that was forged in the 1980s. After considering subject matter didactics from a praxeological point of view, this article aims at unfolding how didactical engineering emerged from a subject-focused approach and developed over time. It analyzes some of the salient features of didactical engineering by means of examples.
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