A Priori Analysis as a Complementary Research Tool for Understanding the Functioning of Education Systems

We will try to show how the a priori analysis inspired by the theory of didactic situations (Brousseau G. (1998). Théorie des situations didactiques. Grenoble: La Pensée Sauvage.) fits in with the search for an epistemological reference for understanding the functioning of teaching systems. Currently, in these systems, the paradigm of the visit of works (Chevallard, Y. (2015). Teaching Mathematics in tomorrow’s society: A case for an oncoming counter paradigm. In S. J. Cho (Ed.), Proceedings of the 12th International Congress on Mathematical Education (pp. 173–187). Springer International Publishing.) is predominant. This is why we will place ourselves in this case.