id: 02367379
dt: b
an: 2011d.00344
au: Laborde, C.; Perrin-Glorian, M.; Sierpinska, A.
ti: Beyond the apparent banality of the mathematics classroom.
so: Springer, New York, NY (ISBN 0-387-25353-X). 320 p. (2005).
py: 2005
pu: Springer, New York, NY
la: EN
cc: D20 C70
ut: teaching-learning processes; theory of mathematics education; collection of
articles; educational research
ci:
li:
ab: New research in mathematics education deals with the complexity of the
mathematics’ classroom. The classroom teaching situation constitutes
a pertinent unit of analysis for research into the ternary didactic
relationship which binds teachers, students and mathematical knowledge.
The classroom is considered as a complex didactic system, which offers
the researcher an opportunity to gauge the boundaries of the freedom
that is left with regard to choices about the knowledge to be taught
and the ways of organizing the students’ learning, while giving rise
to the study of interrelations between three main elements of the
teaching process: mathematical content to be taught and learned,
management of the various time dimensions, and activity of the teacher
who prepares and manages the class, to the benefit of the students’
knowledge and the teachers’ own experience. This volume, reprinted
from Educational Studies in Mathematics, Volume 59, focuses on
classroom situations as a unit of analysis, the work of the teacher,
and is strongly anchored in original theoretical frameworks. The
contributions are formulated from the perspective of one or more
theoretical frameworks but they are tackled by means of empirical
investigations.
rv: