Scientific article
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An Attempt To Model The Teacher's Action in the Mathematics Class

Published inEducational studies in mathematics, vol. 59, no. 1-3, p. 153-181
Publication date2005
Abstract

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.

Keywords
  • Chronogenesis
  • Didactical contract
  • Mathematic situation
  • Mesogenesis
  • Milieu
  • Teacher's action
  • Race to 20
  • Threefold descriptive model
  • Topogenesis
Citation (ISO format)
SENSEVY, Gérard et al. An Attempt To Model The Teacher’s Action in the Mathematics Class. In: Educational studies in mathematics, 2005, vol. 59, n° 1-3, p. 153–181. doi: 10.1007/s10649-005-5887-1
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accessLevelPublic
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Journal ISSN0013-1954
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