Beyond the Apparent Banality of the Mathematics Classroom

Colette Laborde, Marie-Jeanne Perrin-Glorian, Anna Sierpinska9780387253534, 0-387-25353-X

New research in mathematics education deals with the complexity of the mathematics’ classroom. The classroom teaching situation constitutes a pertinent unit of analysis for research into the ternary didactic relationship which binds teachers, students and mathematical knowledge. The classroom is considered as a complex didactic system, which offers the researcher an opportunity to gauge the boundaries of the freedom that is left with regard to choices about the knowledge to be taught and the ways of organizing the students’ learning, while giveing rise to the study of interrelations between three main elements of the teaching process the: mathematical content to be taught and learned, management of the various time dimensions, and activity of the teacher who prepares and manages the class, to the benefit of the students’ knowledge and the teachers’ own experience. This volume focuses on classroom situations as a unit of analysis, the work of the teacher, and is strongly anchored in original theoretical frameworks. The contributions are formulated from the perspective of one or more theoretical frameworks but they are tackled by means of empirical investigations.

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Table of contents :
cover.pdf……Page 1
front-matter.pdf……Page 2
31RGRH7M48L__SS500_.jpg……Page 0
Introduction Teaching Situations as Object of Research Empirical Studies within Theoretical Perspectives.pdf……Page 10
Didactical Handling of Students’ Reasoning Processes in Problem Solving Situations.pdf……Page 22
Macro-Situation and Numerical Knowledge Building The Role of Pupils’ Didactic Memory in Classroom Interactions.pdf……Page 68
The Adidactic Interaction with the Procedures of Peers.pdf……Page 94
Characterization of an Ordinary Teaching Practice with the Help of the Theory of Didactic Situations.pdf……Page 122
An Attempt to Model the Teacher’s Action in the Mathematics Class.pdf……Page 161
Time Management in the Work Economy of a Class.pdf……Page 190
What Can the Teacher Learn in the Classroom.pdf……Page 211
Didactic Restrictions on the Teacher’s Practice.pdf……Page 241
A Cross-Analysis of the Mathematics Teacher’s Activity.pdf……Page 275
When Classroom Situation is the Unit of Analysis.pdf……Page 305
Analyzing Mathematical Teaching-Learning Situations.pdf……Page 318