7th International Conference on the Anthropological Theory of the Didactic (CITAD7)

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From June 19, 2022
to June 23, 2022
Registration deadline 28 / 05 / 2022



The Anthropological Theory of the Didactic (ATD) currently plays a prominent role in international research in didactics. Six international conferences have been organised on this subject so far: Baeza (Spain) in 2005, Uzès (France) in 2007, Sant Hilari Sacalm (Spain) in 2010, Toulouse (France) in 2013, Castro Urdiales (Spain) in 2016 and Grenoble (France) in 2018. Like the preceding ones, this conference brings together researchers interested in the ATD and aims at the following objectives:

    • Establishing an updated overview of the results and progress in the ATD, concerning both basic research and the development of education and teacher training systems;
    • Developing a research programme around the most relevant open problems, either related to difficulties affecting education systems or the development of didactics as a scientific discipline;
    • Identifying and studying the specific problems raised by the extension of the ATD’s conceptual and methodological tools to other fields.

Special remark on the scope and the official language of the conference.

The ATD research programme has been initially developed in the French and Spanish research communities in didactics of mathematics. However, it has now developed internationally and addresses broader didactic phenomena, both as regards the bodies of knowledge considered (such as the life sciences, for example) and the type of institutions through which knowledge disseminates (e.g. museums or communication media of various types). Therefore, we particularly invite researchers in didactics of any field to take part in the conference. Given that researchers in didactics are increasingly fluent English, we call on all participants to write and deliver their communications in this language. Nevertheless, as in previous conferences, oral or poster communications in French or Spanish will be welcomed. Organisers will do their best to make this trilingual organisation an enriching and profitable experience for all participants.

Scientific themes

Axis 1: Development of the foundations, tools and aims of research in the framework of the ATD

The increasing dissemination of the anthropological theory of the didactic raises a major problem in many intertwined questions. One of these questions is the degree of penetration of the ATD into a variety of fields of didactic research, well beyond mathematics (from which it originates), from literature to science through art or information technology. A companion question is, how do researchers use the ATD, and, most importantly, which parts of the ATD do they effectively use? Is the full import of the theory recognised and drawn upon? Are there any misunderstandings about what the ATD can achieve and what it is allegedly not yet prepared to accomplish? And what then should we do about them? A companion question is the compatibility of this enlargement with different ways to understand the object of study of didactics. The need arises to continue with the systematic work of interaction and dialogue between different didactic theories, in order to explain the respective principles; the way these principles affect the aims of mathematical education each theory advocates; and the type of research problems that are privileged.

Axis 2: The Curriculum Problem and the paradigm of questioning the world

This topic concerns the study of the historical transition from the classical paradigm (based on the sequential access to previously established knowledge) to an emerging didactic paradigm in which one ideally starts from a question and tries to work out an answer to that question, without any prejudice regarding the kinds of tools needed to elaborate the answer sought after. In this paradigm of questioning the world, in which the notion of inquiry (of a given question) and of study and research paths (SRP) play a key role, the works of culture do not vanish: they are simply assigned a more authentically functional role, which requires studying a given work—in synergy with other works—with the aim of providing an appropriate answer to a question or set of questions, which correlatively become part and parcel of a “new” curriculum based on the study of questions. Presentations relating to the modelling and critical study, from an ATD viewpoint, of the notion of inquiry-based teaching will be welcomed. Papers tackling the issues raised by the design of purportedly “inquiry-based curricula” will be particularly encouraged.

Axis 3: ATD and the professionalization of the teaching profession

Newcomers to the ATD as a praxeological complex should be reminded that many of its key constituents were forged in the frame of teacher education in an effort to change the “craft of teaching” into a full-fledged profession. The core of this topic is the study of the teaching “semiprofessions” in school, university or vocational school. It is based on two main concepts, firstly that of profession (as distinguished from the notion of “semiprofession”), and secondly, the concept of problems of a profession, which refers to the difficulties one has to deal with when carrying out this profession. The main idea here is that, however “subjective” it may seem to others, any observed “difficulty” must be taken seriously and looked at as a problem to be solved in the framework of the ATD. Papers showing how this can be done will be welcomed, whether they tackle “big issues” or are devoted to the supposed minutiae of teaching practice.


What is questioning the world? Towards an epistemological and curricular break.

Yves Chevallard, Professor Emeritus at Aix-Marseille Université, France


Problematic questions around the didactic paradigms.

Josep Gascón, Professor at Universitat Autònoma de Barcelona, Spain

*Talk in Spanish


The paradidactic: a theory of noospheres.

Koji Otaki, Hokkaido University of Education, Japan



Ignasi Florensa (Escola Universitària Salesiana de Sarrià – Universitat Autònoma de Barcelona)

Noemí Ruiz Munzón (Tecnocampus – Universitat Pompeu Fabra)



Berta Barquero (Universitat de Barcelona)

Marianna Bosch (Universitat de Barcelona)

Julie Candy (HEP Valais, Switzerland)

Hamid Chaachoua (Université Grenoble Alpes, France)

Francisco Javier García (Universidad de Jaén)

Josep Gascón (Universitat Autònoma de Barcelona)

Ana María Lerma (Universidad de Jaén)

Kristina Markulin (Universitat Ramon Llull)

Alicia Ruiz-Olarría (Universitat Autónoma de Madrid)

Tomas Sierra (Universidad Complutense de Madrid)

Susana Vasquez (Universitat de Barcelona)


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Michèle Artaud (Aix-Marseille Université, France)

Berta Barquero (Universitat de Barcelona)

Annie Bessot (Université de Grenoble Alpes, France)

Marilena Bittar (Universidade Federal de Mato Grosso do Sul, Brasil)

Catherine Bonnat (Université de Grenoble Alpes, France)

Marianna Bosch (Universitat de Barcelona)

Jean-Pierre Bourgade (Aix-Marseille Université, France)

Julie Candy (HEP Valais, Switzerland)

Hamid Chaachoua (Université de Grenoble Alpes, France)

Yves Chevallard (Aix-Marseille Université, France)

Gisèle Cirade (Université de Toulouse, France)

Lorena Espinoza (Universidad de Santiago de Chile, Chile)

Ignasi Florensa (Escola Universitària Salesiana de Sarrià –  Universitat Autònoma de Barcelona)

Francisco Javier García (Universidad de Jaén)

Josep Gascón (Universitat Autònoma de Barcelona)

Thomas Hausberger (Université de Montpellier, France)

Mercedes Hidalgo (Universidad Complutense de Madrid)

Britta Jessen (University of Copenhagen, Denmark)

Sebastien Jolivet  (Université de Grenoble Alpes, France)

Danielly Kaspary (Université de Grenoble Alpes, France)

Caroline Ladage (Aix-Marseille Université, France)

Ana Lerma (Universidad de Jaén)

Carolina Llanos (Universidad Nacional del Centro de la Provincia de Buenos Aires, Consejo Nacional de Investigaciones Científicas y Tecnológicas, Argentina)

Yves Matheron  (Aix-Marseille Université, France)

Pedro Nicolás (Universidad de Murcia)

Koji Otaki (Hokkaido University of Education, Japan)

María Rita Otero (Universidad Nacional del Centro de la Provincia de Buenos Aires, Consejo Nacional de Investigaciones Científicas y Tecnológicas, Argentina)

Verónica Parra (Universidad Nacional del Centro de la Provincia de Buenos Aires, Consejo Nacional de Investigaciones Científicas y Tecnológicas, Argentina)

Julia Pilet (Université Paris-Est-Créteil, France)

Avenilde Romo Vazquez ( Cinvestav, México)

Alicia Ruíz Olarría (Universidad Autónoma de Madrid)

Noemí Ruíz Munzón (Tecnocampus de Mataró, Universitat Pompeu Fabra)

Tomás Ángel Sierra (Universidad Complutense de Madrid)

Carl Winsløw (University of Copenhagen, Denmark)

Floriane Wozniak (Université de Toulouse, France)

Contributed talks

Researchers wishing to present an oral communication or a poster please find the details in the following link: https://citad7.sciencesconf.org/resource/page/id/1

Please note that only onsite participants will be able to present a contribution.

 New Application deadline: 31/01/2022


In order to increase the number of young researchers participating in this activity, the CRM announces a call of registration and/or lodging grant for those participants interested in taking part in this activity (the lodging grant includes housing in a shared apartment on campus).

A few grants will also be available for international retired participants.

To apply, please select the relevant option during the registration process and provide the information requested.

  • Application deadline: 6/05/2022
  • Resolutions will be sent by 13/05/2022

List of participants

Name Institution


Registration fee:

  • 200€ registration*.
  • 30€ online registration.

*includes coffee break.





For inquiries about this event please contact the research programs coordinator Ms. Núria Hernández at nhernandez@crm.cat​​