Beyond the Apparent Banality of the Mathematics Classroom

Inbunden, Engelska, 2005

AvColette Laborde,Marie-Jeanne Perrin-Glorian,Anna Sierpinska

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The classroom teaching situation constitutes a pertinent unit of analysis for research into the ternary didactic relationship which binds teachers, students and mathematical knowledge. This work focuses on classroom situations as a unit of analysis, the work of the teacher.

Produktinformation

Utgivningsdatum2005-10-14
Mått155 x 235 x 24 mm
Vikt668 g
FormatInbunden
SpråkEngelska
Antal sidor325
Upplaga2005
FörlagSpringer-Verlag New York Inc.
ISBN9780387253534

Tillhör följande kategorier

Teaching Situations as Object of Research: Empirical Studies within Theoretical Perspectives.- Didactical Handling of Students’ Reasoning Processes in Problem Solving Situations.- Macro-Situation and Numerical Knowledge Building: The Role of Pupils’ Didactic Memory in Classroom Interactions.- The Adidactic Interaction with the Procedures of Peers in the Transition from Arithmetic to Algebra: A Milieu for the Emergence of New Questions.- Characterization of an Ordinary Teaching Practice with the Help of the Theory of Didactic Situations.- An Attempt to Model the Teacher’s Action in the Mathematics Class.- Time Management in the Work Economy of a Class, a Case Study: Integration of Cabri in Primary School Mathematics Teaching.- What Can the Teacher Learn in the Classroom?.- Didactic Restrictions on the Teacher’s Practice: The Case of Limits of Functions in Spanish High Schools.- A Cross-Analysis of the Mathematics Teacher’s Activity. An Example in a French 10th-Grade Class.- When Classroom Situation is the Unit of Analysis: The Potential Impact on Research in Mathematics Education.- Analyzing Mathematical Teaching-Learning Situations — the Interplay of Communicational and Epistemological Constraints.