An Attempt to Model the Teacher’S Action in the Mathematics Class | Zendy

Gérard Sensevy | Zendy; Maria-Luisa Schubauer-Leoni | Zendy; Alain Mercier | Zendy; Florence Ligozat | Zendy; Gérard Perrot | Zendy

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An Attempt to Model the Teacher’S Action in the Mathematics Class

Author(s) -

Gérard Sensevy,

Maria-Luisa Schubauer-Leoni,

Alain Mercier,

Florence Ligozat,

Gérard Perrot

Publication year - 2005

Publication title -

educational studies in mathematics

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 1.847

H-Index - 65

eISSN - 1573-0816

pISSN - 0013-1954

DOI - 10.1007/s10649-005-5887-1

Subject(s) - mathematics education , class (philosophy) , action (physics) , teaching method , order (exchange) , pedagogy , psychology , epistemology , philosophy , physics , finance , quantum mechanics , economics

This paper outlines some theoretical categories (i.e. the meso-, topo-, chrono- geneses, the “milieu”, the didactical contract and the learning games), providing a model to study mathematics teacher’s action. In order to show what this model brings to the didactical analysis, we present the action of two teachers, on the same content, and we attempt a threefold description, covering different scales of analyses of the teaching processes. To amplify the phenomena that are to be observed, we suggested the teachers include the “Race to 20” situation in their teaching. We expect that implementing an unusual teaching device should lead the teachers to take decisions and explain them more easily than in everyday lessons

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