Abstract
The paper gives an overview of the conceptual framework and research done in didactics of mathematics (mathematics education) in France. Starting from a description of the relations between mathematics teaching, didactical engineering and fundamental research in mathematics education (part 1), theoretical concepts are developed, releated research is presented and published papers are identified (part 2). Epistemology, the structure of knowledge and knowledge acquisition in classrooms play a major role in this part of the paper. The paper ends with a statement on didactics of mathematics as a scientific discipline and its potential for mathematics teaching (part 3). A comprehensive list of references rounds off the paper.
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