Beyond the Apparent Banality of the Mathematics Classroom
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 con...
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| Other Authors: | , , |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
Boston, MA :
Springer US,
2005.
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| Subjects: | |
| Online Access: | Full Text via HEAL-Link |
Table of Contents:
- 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.
