Didactics and Pedagogy of the Teaching Subject
Core didactic concepts
Subject didactics studies how knowledge is transformed into teachable content. Key notions include transposition didactique (savoir savant becoming savoir enseigné), obstacles épistémologiques (misconceptions rooted in the nature of the concept), situations-problèmes, and the contrat didactique (implicit expectations between teacher and pupils). You should also know the difference between a task, an activity and a learning objective.
Designing a lesson
A strong answer shows a coherent sequence: diagnostic entry, problem situation, pupil investigation, institutionalisation of knowledge, then transfer exercises. Name the didactic variables you manipulate (values chosen, materials, grouping, time) and justify them.
Traps in questions
Candidates often confuse pedagogy (how to teach generally) with didactics (how to teach a specific content). Another trap is proposing an activity without stating the targeted knowledge or the expected pupil production. Beware of questions asking you to identify an obstacle: a simple calculation error is not an epistemological obstacle.
Worked example
For a lesson on fractions, a problem situation could ask pupils to share three pizzas among four children. The obstacle is the idea that a fraction is always part of a whole smaller than one. Rule of thumb: every activity you propose must answer three questions - what knowledge, what pupil task, what evidence of understanding?