The Anthropological Theory of the Didactic (ATD) is a theory on didactic mathematics that was introduced by a French mathematician, Yves Chevellard, in 1991. The ATD is an epistemological model of mathematical knowledge that can be applied to investigate human mathematical activities. Characteristics of ATD are: its focus on the social determinations of the phenomena investigated, their pattern of analysis of the cultures based on the praxeological model, its institutional and epistemological approach to teaching. One of the tools emerging from ATD are Study and Research Paths (SRPs). SRPs have also been recently used in teacher education as a way to provide teachers with new epistemological models of the mathematical domains and topics that are to be taught. In this context, SRPs appear as both teaching devices and analytic tools to question and reconstruct curricular mathematical contents. The links between SRPs and the construction of alternative epistemological models of the contents to be taught open new research questions at the edge between epistemology and didactics.
Some of the research lines under investigation at present at EUSS are:
“Propuestas para una enseñanza basada en el paradigma del cuestionamiento del mundo”, Ministerio de Ciencia, Innovación y Universidades (RTI2018-101153-B-C21), IP: Marianna Bosch
SRP design in an Elasticity course: the role of mathematic modelling, I. Florensa, M. Bosch, J. Gascón, M. Mata, First conference of International Network for Didactic Research in University Mathematics, Montpellier, France, March (2016)