Mathematics Classrooms

Students’ Activities and Teachers’ Practices

  • Fabrice Vandebrouck

Table of contents

  1. Front Matter
    Pages i-x
  2. Fabrice Vandebrouck
    Pages 1-2
  3. Aline Robert, Christophe Hache
    Pages 23-73
  4. Monique Pariés, Aline Robert, Janine Rogalski
    Pages 91-116
  5. Christophe Hache
    Pages 117-133
  6. Julie Horoks
    Pages 135-149
  7. Claire Cazes, Fabrice Vandebrouck
    Pages 167-183
  8. Maha Abboud Blanchard, Claire Cazes, Fabrice Vandebrouck
    Pages 185-198
  9. Maha Abboud-Blanchard, Monique Chappet Paries
    Pages 199-214
  10. Maha Abboud-Blanchard, Aline Robert
    Pages 229-245
  11. Back Matter
    Pages 247-253

About this book


With cooperation of Aline Robert, Janine Rogalski, Maha Abboud-Blanchard, Claire Cazes, Monique Chappet-Pariès, Aurélie Chesnais, Christophe Hache, Julie Horoks, Eric Roditi & Nathalie Sayac. This book presents unique insights into a significant area of French research relating the learning and teaching of mathematics in school classrooms and their development. Having previously had only glimpses of this work, I have found the book fascinating in its breadth of theory, its links between epistemological, didactic and cognitive perspectives and its comprehensive treatment of student learning of mathematics, classroom activity, the work of teachers and prospective teacher development. Taking theoretical perspectives as their starting points, the authors of this volume present a rich array of theoretically embedded studies of mathematics teaching and learning in school classrooms. Throughout this book the reader is made aware of many unanswered questions and challenged to consider associated theoretical and methodological issues. For English-speaking communities who have lacked opportunity to access the French literature the book opens up a wealth of new ways of thinking about and addressing unresolved issues in mathematics learning, teaching and teacher education. I recommend it wholeheartedly! (Extract from Barbara Jaworski’s preface.)


activity theory learning students'activities tasks analysis teachers' work teachers'practices teachers'training technology uses mathematics

Editors and affiliations

  • Fabrice Vandebrouck
    • 1
  1. 1.Université Paris DiderotFrance

Bibliographic information