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Beyond the Apparent Banality of the Mathematics Classroom

Editors: Laborde, Colette, Perrin-Glorian, Marie-Jeanne, Sierpinska, Anna (Eds.)

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  • ISBN 978-0-387-30451-9
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About this book

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, reprinted from Educational Studies in Mathematics, Volume 59, 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.

Table of contents (12 chapters)

Table of contents (12 chapters)
  • Introduction Teaching Situations as Object of Research: Empirical Studies within Theoretical Perspectives

    Pages 1-12

    Laborde, Colette (et al.)

  • Didactical Handling of Students’ Reasoning Processes in Problem Solving Situations

    Pages 13-58

    Brousseau, Guy (et al.)

  • Macro-Situation and Numerical Knowledge Building: The Role of Pupils’ Didactic Memory in Classroom Interactions

    Pages 59-84

    Flückiger, Annick

  • The Adidactic Interaction with the Procedures of Peers in the Transition from Arithmetic to Algebra: A Milieu for the Emergence of New Questions

    Pages 85-112

    Sadovsky, Patricia (et al.)

  • Characterization of an Ordinary Teaching Practice with the Help of the Theory of Didactic Situations

    Pages 113-151

    Hersant, Magali (et al.)

Buy this book

eBook 117,69 €
price for Spain (gross)
  • ISBN 978-0-387-30451-9
  • Digitally watermarked, DRM-free
  • Included format: PDF
  • ebooks can be used on all reading devices
  • Immediate eBook download after purchase
Hardcover 145,59 €
price for Spain (gross)
  • ISBN 978-0-387-25353-4
  • Free shipping for individuals worldwide
  • Immediate ebook access, if available*, with your print order
  • Usually dispatched within 3 to 5 business days.
  • The final prices may differ from the prices shown due to specifics of VAT rules
Softcover 145,59 €
price for Spain (gross)
  • ISBN 978-1-4419-3788-9
  • Free shipping for individuals worldwide
  • Immediate ebook access, if available*, with your print order
  • Usually dispatched within 3 to 5 business days.
  • The final prices may differ from the prices shown due to specifics of VAT rules
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Bibliographic Information

Bibliographic Information
Book Title
Beyond the Apparent Banality of the Mathematics Classroom
Editors
  • Colette Laborde
  • Marie-Jeanne Perrin-Glorian
  • Anna Sierpinska
Copyright
2005
Publisher
Springer US
Copyright Holder
Springer-Verlag US
eBook ISBN
978-0-387-30451-9
DOI
10.1007/0-387-30451-7
Hardcover ISBN
978-0-387-25353-4
Softcover ISBN
978-1-4419-3788-9
Edition Number
1
Number of Pages
VIII, 325
Additional Information
Reprinted from EDUCATIONAL STUDIES IN MATHEMATICS, 59:1-3, 2005
Topics

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