Genericity /Specificity of a concept: Didactic transposition in Economics and Social Sciences

Abstract

The Economics and Social Sciences (ESS) “founding base” seemed at first incompatible with the fact that the theory of didactic transposition could be taken into account by the didactic of ESS. This article aims at bringing to the fore, for ESS, the heuristic scope of the concept originated by Verret which was later theorized by Chevallard. Yet, one will notice that, even if this concept was originally used in Mathematics or Physics didactic and is perfectly operating for ESS, it is possible to bring to the fore specific patterns of didactic transposition in ESS linked with the own features of this school subject. Therefore, this paper comes within a comparative angle.