Extended Abstracts Spring 2019

Preface.- Part 1. Mathematics teacher education and the professionalisation of teaching.- Modifying teachers' didactic praxeologies in the perspective of the paradigm of questioning the world: the case of the technological-theoretical moment.- Pre-service teachers' MPCK enhancements using the framework of anthropological theory of the didactic.- Evolution of a teacher-researcher while developing a co-disciplinary study and research path through five implementations.- Building reference paradidactic praxeological modelsfor investigating teachers' reflection.- Reflections on teacher professionalisation - a German perspective.- A co-disciplinary research and study path within two groups of pre-service mathematics teacher education.- The ecology of the didactic divide in teacher education.- The gap between studying a generating question and planning lessons based on it.- Prospective teachers solving a percentage problem: An analysisof the construction of a praxeology.- Part 2. The curriculum problem and the paradigm of questioning the world.- Didactic praxeologies taking into consideration the collective dimension of the generating question' when implementing study and research paths in French secondary schools.- Overview of research on textbooks in Brazilian compulsory education.- Study and research in graph theory: A case of a Japanese upper secondary school.- Kernels of mathematical thinking as task and curriculum design tools in the Pósa method.- The constitution of the "milieu" during an inquiry process: an analysis in terms of question-answer and media-milieu dialectics.- Pre-service teachers' design an inquiry task through study and research paths for teacher education.- The cooperative works, a teacher training system open to the local social network.- A praxeological analysis of the proposal for teaching probability in Brazilian textbooks of