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In this paper, didactical
transposition phenomena are regarded as a main issue in the
study of teaching and learning processes. The Didactical Transposition
Theory was developed in the 1980’s by Y. Chevallard, in
order to explain how school mathematics may differ from the
body of knowledge arising from the mathematicians’ community.
Meanwhile, other didactics have attempted to adapt this theory
to their own subject matter. Within the didactics of mathematics
field, Chevallard’s theory was broadened to an anthropologic
approach of the didactic practices according to its epistemological
rationale. Today, comparative didactics attempts to question
both fundamental features and some remaining blind spots in
this theory. More particularly, this paper focuses on the “personalization”
and “contextualization” phenomena for the purpose
of studying the didactical interactions in ordinary classes.
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