About a Didactic Model of Reference for the Teacher Position

The civilisational constraint of the denial of the didactics leads, on the one hand, to a pedagogical reduction of didactical gestures and, on the other hand, to their epistemological reduction. This makes it difficult to explain techniques for carrying out didactic moments which are both sufficiently generic and contain ingredients of specificity linked to the works studied. It is this problem that we will address in this paper—without pretending to solve it—through the analysis of examples from the teaching of mathematics in secondary education in France (students aged 11 to 18) and from the training of mathematics teachers. In particular, we will examine the praxeological needs for the direction of the study of the teacher position that emerge through the analysis of these examples.