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

Sensevy, Gérard
Mercier, Alain
Perrot, Gérard
Published in Educational Studies in Mathematics. 2005, vol. 59, no. 1-3, p. 153-181
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 ChronogenesisDidactical contractMathematic situationMesogenesisMilieuTeacher’s actionRace to 20Threefold descriptive modelTopogenesis
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Research group Groupe de recherche en didactique comparée (GREDIC)
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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. https://archive-ouverte.unige.ch/unige:72673

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Deposited on : 2015-05-19

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