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The Joint Action Theory in Didactics: Why Do We Need it in the Case of Teaching and Learning Mathematics ?

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Published in Durrand-Guerrier, V; Soury-Lavergne, S. & Arzarello, F. Proceedings of the 6th Congress of the European society of Mathematics Education. Lyon (France) - January 28th-February 1st 2009 - Lyon: INRP / IFE. 2010, p. 1615-1624
Abstract In this paper, we reflect on the Anthropo logical Theory of Didactics and the Theory of Didactical Situations in Mathematics as the roots of an emergent framework: the Joint Action Theory in Didactics. Disclosing some of the boundaries of the two major French theories in didactics allows us to sketch an integrative scheme of certain of their principles and concepts within the background of socio-cultural and pragmatist approaches to teaching and learning practices.
Keywords Anthropological Theory of the DidacticsTheory of the Didactical Situations in MathematicsJoint Action Theory in Didactics
Identifiers
ISBN: 978-2-7342-1190-7
Note Peer-reviewed paper (Working Group 9 : Different Theoritical Perspectives and Approaches in Research in Mathematics Education)
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Research group Groupe de recherche en didactique comparée (GREDIC)
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LIGOZAT, Florence, SCHUBAUER, Maria-Luisa. The Joint Action Theory in Didactics: Why Do We Need it in the Case of Teaching and Learning Mathematics ?. In: Durrand-Guerrier, V; Soury-Lavergne, S. & Arzarello, F. (Ed.). Proceedings of the 6th Congress of the European society of Mathematics Education. Lyon (France). Lyon : INRP / IFE, 2010. p. 1615-1624. https://archive-ouverte.unige.ch/unige:23087

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Deposited on : 2012-10-01

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