Abstract
The framework of this study is the anthropological theory of the didactic (ATD), from which it uses the notion of a study and research path (SRP) as well as the model of praxeologies. It studies the determination of the elements of teachers’ didactic praxeologies, generating conditions that prevent the implementation of a SRP in mathematics, for the French curriculum in the period 2013-2015. In order to do this, we develop a clinical study, allowing the analyze the dimensions of the didactic praxeologies realized by two teachers, through which their personal relationships to mathematics, teaching and learning, appear. In particular, this study highlights mathematical and didactic needs of teachers who seek to implement a SRP on integers in lower secondary school.