Mobilizing theory in mathematics teaching: a praxeological analysis of the theory-practice problem in teachers’ instructional justifications

While educational theories are emphasized in pre-service teacher education, questions remain about how such knowledge is expressed in classroom practice. Previous research shows that teachers do not always make theoretical justification explicit and that instructional decisions are often shaped by classroom experience. This study examines this issue through praxeological analysis based on the Anthropological Theory of the Didactic, which distinguishes between the practical block (tasks and techniques) and the logos block (technology and theory). A multiple-case study was conducted with six secondary mathematics teachers. The analysis examined teachers’ instructional justifications during observed lessons. The findings show that teachers consistently justified their instructional strategies, but these justifications were expressed mainly in terms of classroom workability. Technological justification was also evident, particularly in lessons requiring comparison and conceptual distinction, though it varied across cases. Explicit theoretical justification was limited and appeared only in selected lesson episodes. These findings suggest that mobilizing theory in practice does not necessarily require explicit theoretical discourse. Instead, teachers’ instructional justifications are often local and context-sensitive. The study highlights the value of praxeology for examining how teachers express instructional justifications and how theory is mobilized in classroom practice.