Volume 59, Issue 1-3

Search all Educational Studies in Mathematics articles

July 2005

Teaching Situations as Object of Research: Empirical Studies within Theoretical Perspectives (Guest Editors: Colette Laborde and Marie-Jeanne Perrin Glorian)

12 articles in this issue

Introduction Teaching Situations as Object of Research: Empirical Studies within Theoretical Perspectives
Colette Laborde
Marie-Jeanne Perrin-Glorian
OriginalPaper Pages: 1 - 12
Didactical Handling of Students’ Reasoning Processes in Problem Solving Situations
Guy Brousseau
Patrick Gibel
OriginalPaper Pages: 13 - 58
Macro-Situation and Numerical Knowledge Building: The Role of Pupils’Didactic Memory in Classroom Interactions
Annick Flückiger
OriginalPaper Pages: 59 - 84
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
OriginalPaper Pages: 85 - 112
Characterization of an Ordinary Teaching Practice with the Help of the Theory of Didactic Situations
Magali Hersant
Marie-Jeanne Perrin-Glorian
OriginalPaper Pages: 113 - 151
An Attempt to Model the Teacher’S Action in the Mathematics Class
Gérard Sensevy
Maria-Luisa Schubauer-Leoni
Gérard Perrot
OriginalPaper Pages: 153 - 181
Time Management in the Work Economy of A Class, A Case Study: Integration of Cabri in Primary School Mathematics Teaching
Teresa Assude
OriginalPaper Pages: 183 - 203
What Can the Teacher Learn in the Classroom?
Claire Margolinas
Lalina Coulange
Annie Bessot
OriginalPaper Pages: 205 - 234
Didactic Restrictions on the Teacher’s Practice: The Case of Limits of Functions in Spanish High Schools
Joaquim BarbÉ
Marianna Bosch
Josep GascÓN
OriginalPaper Pages: 235 - 268
A Cross-Analysis of the Mathematics Teacher’s Activity. An Example in a French 10th-Grade Class
Aline Robert
Janine Rogalski
OriginalPaper Pages: 269 - 298
When Classroom Situation is the Unit of Analysis: The Potential Impact on Research in Mathematics Education
Maria G. Bartolini Bussi
OriginalPaper Pages: 299 - 311
Analyzing Mathematical Teaching-Learning Situations — the Interplay of Communicational and Epistemological Constraints
Heinz Steinbring
OriginalPaper Pages: 313 - 324

Volume 59, Issue 1-3

Introduction Teaching Situations as Object of Research: Empirical Studies within Theoretical Perspectives

Didactical Handling of Students’ Reasoning Processes in Problem Solving Situations

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

The Adidactic Interaction with the Procedures of Peers in the Transition from Arithmetic to Algebra: A Milieu for the Emergence of New Questions

Characterization of an Ordinary Teaching Practice with the Help of the Theory of Didactic Situations

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

Time Management in the Work Economy of A Class, A Case Study: Integration of Cabri in Primary School Mathematics Teaching

What Can the Teacher Learn in the Classroom?

Didactic Restrictions on the Teacher’s Practice: The Case of Limits of Functions in Spanish High Schools

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

When Classroom Situation is the Unit of Analysis: The Potential Impact on Research in Mathematics Education

Analyzing Mathematical Teaching-Learning Situations — the Interplay of Communicational and Epistemological Constraints

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