Mathematics Classrooms: Students’ Activities and Teachers’ Practices

1. Front Matter

   Pages i-x

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2. Introduction

   • Fabrice Vandebrouck

   Pages 1-2

3. Theory of Activity and Developmental Frameworks for an Analysis of Teachers’ Practices and Students’ Learning

   • Janine Rogalski

   Pages 3-22

4. Why and How to Understand What Is at Stake in a Mathematics Class

   • Aline Robert, Christophe Hache

   Pages 23-73

5. Diversity, Variability and Commonalities among Teaching Practices

   • Eric Roditi

   Pages 75-89

6. Stability of Practices

   • Monique Pariés, Aline Robert, Janine Rogalski

   Pages 91-116

7. The Case of Textbooks in Mathematics Teaching

   • Christophe Hache

   Pages 117-133

8. Teaching Practices and Student Learning

   • Julie Horoks

   Pages 135-149

9. The Study of a Scenario and its Implementation in the Classes of Two Different Teachers

   • Aurélie Chesnais

   Pages 151-166

10. Student Activties with E-Exercise Bases

    • Claire Cazes, Fabrice Vandebrouck

    Pages 167-183

11. Teachers’ Practices Using E-Exercise Bases in Their Clasrooms

    • Maha Abboud Blanchard, Claire Cazes, Fabrice Vandebrouck

    Pages 185-198

12. Teacher’s Activity in Dynamic Geometry Environments

    • Maha Abboud-Blanchard, Monique Chappet Paries

    Pages 199-214

13. Qualitative and Quantitative Studies about Mathematics Teachers in France

    • Nathalie Sayac

    Pages 215-228

14. Strategies for Training Mathematics Teachers

    • Maha Abboud-Blanchard, Aline Robert

    Pages 229-245

15. Back Matter

    Pages 247-253

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With cooperation of Aline Robert, Janine Rogalski, Maha Abboud-Blanchard, Claire Cazes, Monique Chappet-Pariès, Aurélie Chesnais, Christophe Hache, Julie Horoks, Eric Roditi & Nathalie Sayac. This book presents unique insights into a significant area of French research relating the learning and teaching of mathematics in school classrooms and their development. Having previously had only glimpses of this work, I have found the book fascinating in its breadth of theory, its links between epistemological, didactic and cognitive perspectives and its comprehensive treatment of student learning of mathematics, classroom activity, the work of teachers and prospective teacher development. Taking theoretical perspectives as their starting points, the authors of this volume present a rich array of theoretically embedded studies of mathematics teaching and learning in school classrooms. Throughout this book the reader is made aware of many unanswered questions and challenged to consider associated theoretical and methodological issues. For English-speaking communities who have lacked opportunity to access the French literature the book opens up a wealth of new ways of thinking about and addressing unresolved issues in mathematics learning, teaching and teacher education. I recommend it wholeheartedly! (Extract from Barbara Jaworski’s preface.)

• activity theory
• learning
• students'activities
• tasks analysis
• teachers' work
• teachers'practices
• teachers'training
• technology uses
• mathematics

• Université Paris Diderot, France

  Fabrice Vandebrouck

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