Study Versus Learning: Mesogenesis and the Denial of the Didactic

A major constraint on research in mathematics education, the denial of the didactic, is manifested in the confusion between study and learning. We propose to study the extent to which ATD’s theories of cognition and of moments of the study allow for a better delineation between study and learning. This sheds new light on some difficulties of the teaching profession. It helps understand why the specificity of study and research activities (SRAs) is not well taken into account in practical implementations by trainee or experienced teachers; the confusion between learning-oriented and mesogenetic functions is at the core of a misconception of SRAs.