Educational Studies in Mathematics

, Volume 59, Issue 1–3, pp 153–181 | Cite as

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

  • Gérard Sensevy
  • Maria-Luisa Schubauer-Leoni
  • Alain Mercier
  • Florence Ligozat
  • Gérard Perrot


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.

Key Words

chronogenesis didactical contract mathematic situation mesogenesis milieu teacher’s action race to 20 threefold descriptive model topogenesis 


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Copyright information

© Springer Science + Business Media, Inc. 2005

Authors and Affiliations

  • Gérard Sensevy
    • 1
  • Maria-Luisa Schubauer-Leoni
    • 2
  • Alain Mercier
    • 3
  • Florence Ligozat
    • 4
  • Gérard Perrot
    • 5
  1. 1.CREAD Rennes 2/IUFM de BretagneFrance
  2. 2.FPSE GenèveFrance
  3. 3.INRPFrance
  4. 4.FPSE GenèveFrance
  5. 5.IUFM de BretagneFrance

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