• School Mathematics
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• v.11 no.4
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• pp.707-722
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• 2009

Various theories of mathematics education which have been considered by many European researchers particularly, in France, recently are introduced. The Anthropological Theory of the didactic discussed by Chevallard will be briefly introduced. Then the praxeology as Anthropological model according to Chevallard's theory will be discussed. The necessity of Anthropological Theory, its background of development through transition process of didactic, and its basic elements will be discussed further. Additionally, teaching limit of sequences in high school mathematics will be suggested according to the theory.

• The Mathematical Education
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• v.50 no.2
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• pp.135-148
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• 2011

We can say that the history of mathematics is the history on the development of the number system. The number starts from Natural number and is constructed to Integer number and Rational number. The Rational number is not the complete number analytically so that Real number is completed by the idea of the nested interval method. Real number is completed analytically, however, is not by algebra, so the algebraically completed type of the rational number, through the way that similar to the process of completing real number, is Complex number. The purpose of this study is to show the most appropriate way for the development of the human being thinking about the teaching and leaning of Complex number. To do this, We have to consider the proof of the existence of Complex number, the background of the introduction of Complex number and the background knowledge that the teachers to teach Complex number should have. Also, this study analyzes the knowledge to be taught of Complex number based on the anthropological theory of didactics and finally presents the teaching method of Complex number based on this theory.