Theoretical and/or conceptual frameworks for integrating history in mathematics education

International audience<p>This panel considers theoretical rather than practical frameworks for the alignment of history of mathematics and mathematics education. Naturally, such a theoretical framework will have practical implications, but its main task is to set out a certain line of questioning. First of all, it must also ask, even if only implicitly, what it really means to be a theoretical framework in the first place. But, principally, it must ask the ends and the value, and, ultimately, the meaning of history of mathematics in mathematics education. Though all the authors agree that in any theoretical framework, history of mathematics, as such, must be taken as the starting point. That said, no claim is made that there must be a single theoretical framework. Nevertheless, each of the three parts of this paper emphasize similar themes. One of these is the relationship between readers and texts: what do readers bring to texts? How are they affected by the texts? How are their own mathematics selves shaped by their engagement with historical material?