Preface
Part 1. Mathematics teacher education and the professionalisation of teaching
Modifying teachers' didactic praxeologies in the perspective of the paradigm of questioning the world: the case of the technological-theoretical moment
Pre-service teachers' MPCK enhancements using the framework of anthropological theory of the didactic
Evolution of a teacher-researcher while developing a co-disciplinary study and research path through five implementations
Building reference paradidactic praxeological models for investigating teachers' reflection
Reflections on teacher professionalisation a German perspective
A co-disciplinary research and study path within two groups of pre-service mathematics teacher education
The ecology of the didactic divide in teacher education
The gap between studying a generating question and planning lessons based on it
Prospective teachers solving a percentage problem: An analysis of the construction of a praxeology
Part 2. The curriculum problem and the paradigm of questioning the world
Didactic praxeologies taking into consideration the collective dimension of the generating question-when implementing study and research paths in French secondary schools
Overview of research on textbooks in Brazilian compulsory education
Study and research in graph theory: A case of a Japanese upper secondary school
Kernels of mathematical thinking as task and curriculum design tools in the Pósa method
The constitution of the milieu during an inquiry process: an analysis in terms of question-answer and media-milieu dialectics
Pre-service teachers' design an inquiry task through study and research paths for teacher education
The cooperative works, a teacher training system open to the local social network
A praxeological analysis of the proposal for teaching probability in Brazilian textbooks of compulsory education
How long would it take to open a padlock? A study and research path with grade 10 students
Part 3. Research in didactics at the university level
Deployment of study and research paths in mechanical engineering
Didactic potentials of a task sequence: teaching the notion of a space curve
A reference epistemological model for the case of conics
On the didactic transposition of the concept of ideal at the Bachelor level
Two tasks to teach randomness and probability reasoning
The problem-based learning through the e-portfolio as a methodological basis for the acquisition of the transversal competence of solidarity and social commitment in mathematics subjects
On a vector calculus task that led to the formation of a praxeology: a lucky accident or an implicit fine design?.