Titlebook: Beyond the Apparent Banality of the Mathematics Classroom; Colette Laborde,Marie-Jeanne Perrin-Glorian,Anna S Book 2005 Springer-Verlag US

Defiance

Amelie Riegsinger,Anna-Lena Wegea process that is structured along six dimensions or .. This paper begins with an outline of this epistemological and didactic model, which appears as a useful tool for the analysis of mathematical and teaching practices. It is used to identify the main characteristics of the mathematical organisati

Certainty

Internationale Markenstrategiense a methodology for analysing the teacher’s activity in the classroom, based on concepts used in the fields of the didactics of mathematics as well as in cognitive ergonomics. This methodology studies the mathematical activity the teacher organises for students during classroom sessions and the way

Malfunction

amphibian

Foolproof

Introduction Teaching Situations as Object of Research: Empirical Studies within Theoretical Persper, and to be strongly anchored in original theoretical frameworks allowing to take the classroom situation as unit of analysis. The contributions are not a representative sample of all research sharing this focus worldwide. The theoretical frameworks are grounded mainly (but not solely) in the theor

VOK

scrutiny

,Macro-Situation and Numerical Knowledge Building: The Role of Pupils’ Didactic Memory in Classroom ts’ work are analyzed by means of a double theoretical framework: the theory of situations and the theory of conceptual fields (Vergnaud 1991). The analysis focuses mainly on classroom interactions and on the didactic memory from both the teacher perspective and the learner perspective: in particula

essential-fats

The Adidactic Interaction with the Procedures of Peers in the Transition from Arithmetic to Algebracourse of a debate in a grade 7 classroom. This debate follows two other instances of work: (1) the adidactic interaction between each student and a given problem, (2) the adidactic interaction of each student with the procedures generated by other students during stage 1. The two kinds of processes

客觀

STERN

,An Attempt to Model the Teacher’s Action in the Mathematics Class,hematics teacher’s action. In order to show what this model brings to the didactical analysis, we present the action of two teachers, on the same content, and we attempt a ., covering different scales of analyses of the teaching processes. To amplify the phenomena that are to be observed, we suggest