Educational Studies in Mathematics
Référence :
Vol. 59, n° 1-3, septembre 2005
Thème :
Teaching situations as object of research : empirical studies within theoretical perspectives
Teaching situations as object of research : empirical studies within theoretical perspectives, Colette Laborde, Marie-Jeanne Perrin-Glorian
Didactical handling of students’ reasoning processes in problem solving situations, Guy Brousseau, Patrick Gibel
Macro-situation and numerical knowledge building: the role of pupils’didactic memory in classroom interactions, Annick Flückiger
The adidactic interaction with the procedures of peers in the transition from arithmetic to algebra: a milieu for the emergence of new questions, Patricia Sadovsky, Carmen Sessa
Characterization of an ordinary teaching practice with the help of the theory of didactic situations, Magali Hersant, Marie-Jeanne Perrin-Glorian
An attempt to model the teacher’s action in the mathematics class, Gérard Sensevy, Maria-Luisa Schubauer-Leoni, Alain Mercier, Florence Ligozat, Gérard Perrot
Time management in the work economy of a class, a case study: integration of cabri in primary school mathematics teaching, Teresa Assude
What can the teacher learn in the classroom?, Claire Margolinas, Lalina Coulange, Annie Bessot
Didactic restrictions on the teacher’s practice: the case of limits of functions in spanish high schools, Joaquim BarbÉ, Marianna Bosch, Lorena Espinoza, Josep GascÓN
A cross-analysis of the mathematics teacher’s activity. an example in a French 10th-grade class, Aline Robert, Janine Rogalski
When classroom situation is the unit of analysis: the potential impact on research in mathematics education, Maria G. Bartolini Bussi
Analyzing mathematical teaching-learning situations — the interplay of communicational and epistemological constraints, Heinz Steinbring
Informations complémentaires :
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