Beyond the Apparent Banality of the Mathematics Classroom

1. Introduction Teaching Situations as Object of Research: Empirical Studies within Theoretical Perspectives
Colette Laborde, Marie-Jeanne Perrin-Glorian

2. Didactical Handling of Students’ Reasoning Processes in Problem Solving Situations
Guy Brousseau, Patrick Gibel

3. Macro-Situation and Numerical Knowledge Building: The Role of Pupils’ Didactic Memory in Classroom Interactions
Annick Flückiger

4. 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

5. Characterization of an Ordinary Teaching Practice with the Help of the Theory of Didactic Situations
Magali Hersant, Perrin-Glorian Marie-Jeanne

6. An Attempt to Model the Teacher’s Action in the Mathematics Class
Gérard Sensevy, Maria-Luisa Schubauer-Leoni, Alain Mercier, Florence Ligozat, Gérard Perrot

7. Time Management in the Work Economy of a Class, a Case Study: Integration of Cabri in Primary School Mathematics Teaching
Teresa Assude

8. What Can the Teacher Learn in the Classroom?
Claire Margolinas, Lalina Coulange, Annie Bessot

9. 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

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

11. When Classroom Situation is the Unit of Analysis: The Potential Impact on Research in Mathematics Education
Maria G. Bartolini Bussi

12. Analyzing Mathematical Teaching-Learning Situations — the Interplay of Communicational and Epistemological Constraints
Heinz Steinbring

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Avainsanat: EDUCATION / General EDU000000