Theoretical developments in mathematics education research: English and French perspectives in contrast

This article traces the development of theoretical perspectives in the English and French mathematics education research cultures from the 1960 and 70s to the present. The main parts of the article are the separate accounts of development in the two domains. The two areas are presented separately since they are very different both in terms of what is in focus at different times and in terms of the theories originated, developed or appropriated. The place of a priori mathematical analysis (i.e. analysis of the mathematics to be taught, prior to teaching) seems a key difference, beyond the institutional and cultural differences. The final part of the paper draws attention to key areas of difference between the two domains and suggests key questions and issues in which there is common ground albeit addressed from the differing perspectives and cultures.