Educational Studies in Mathematics

, Volume 59, Issue 1–3, pp 205–234

What Can the Teacher Learn in the Classroom?


DOI: 10.1007/s10649-005-3135-3

Cite this article as:
Margolinas, C., Coulange, L. & Bessot, A. Educ Stud Math (2005) 59: 205. doi:10.1007/s10649-005-3135-3


Our research is concerned with teacher’s knowledge, and especially with teacher’s processes of learning, in the classroom, from observing and interacting with students’ work. In the first part of the paper, we outline the theoretical framework of our study and distinguish it from some other perspectives. We argue for the importance of distinguishing a kind of teacher’s knowledge, which we call didactic knowledge. In this paper, we concentrate on a subcategory of this knowledge, namely observational didactic knowledge, which grows from teacher’s observation and reflection upon students’ mathematical activity in the classroom. In modeling the processes of evolution of this particular knowledge in teachers, we are inspired, among others, by some general aspects of the theory of didactic situations. In the second part of the paper, the model is applied in two case studies of teachers conducting ordinary lessons. In conclusion, we will discuss what seems to be taken into account by teachers as they observe students’ activity, and how in-service teacher training can play a role in modifying their knowledge about students’ ways of dealing with mathematical problems.

Key Words

case study didactic knowledge didactique of mathematics ordinary mathematics lesson theory of didactic situations teacher’s activity teacher’s knowledge 

Copyright information

© Springer Science + Business Media, Inc. 2005

Authors and Affiliations

  • Claire Margolinas
    • 1
  • Lalina Coulange
    • 2
  • Annie Bessot
    • 3
  1. 1.INRP, UMR ADEF INRPUniversité de ProvenceClermont-FerrandFrance
  2. 2.Équipe DIDIREMFrance
  3. 3.Équipe DDM Laboratoire LEIBNIZUMR 5522, CNRS/UJF/INPGFrance

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