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

Cognizance

NADIR

What Can the Teacher Learn in the Classroom?,ing with students’ work. In the first part of the paper, we outline the theoretical framework of our study and distinguish it from some other perspectives. We argue for the importance of distinguishing a kind of teacher’s knowledge, which we call .. In this paper, we concentrate on a subcategory of

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,A Cross-Analysis of the Mathematics Teacher’s Activity. An Example in a French 10th-Grade Class,se 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

人造

When Classroom Situation is the Unit of Analysis: The Potential Impact on Research in Mathematics E mathematics education. The papers, which share common theoretical frameworks, will be categorized into three different classes: ‘demolishers of illusions’, ‘economizers of thought’ and ‘energizers of practice’. I will analyze the role played by psychology and related sciences as a possible enrichme

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inspiration

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When Classroom Situation is the Unit of Analysis: The Potential Impact on Research in Mathematics Eomena elicited in this kind of studies and the sophistication required by the theoretical constructs, which makes the results of these studies very difficult to communicate to the international community.