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An attempt to model the teacher’s action in the mathematics class. (English)
Educ. Stud. Math. 59, No. 1-3, 153-181 (2005).
Classification: C72 D22
1
Towards a model of teachers’ actions. The race to 20 problem. (Vers un modèle de l’action didactique du professeur. À propos de la course à 20.) (French)
Rech. Didact. Math. 20, No. 3, 263-304 (2000).
Classification: D20
2
How social interactions within a class depend on the teacher’s assessment of the students’ various mathematical capabilities. A case study. (English)
ZDM, Zentralbl. Didakt. Math. 32, No. 5, 126-130 (2000).
Classification: C52
3
How social interactions within a class depend on the teachers’s assessment of the pupils various mathematical capabilities: a case study. (English)
Schwank, Inge, European research in mathematics education I.I. Vol. 1. , (ISBN 3-925386-53-X). 350-361 (1999).
Classification: C30
4
Four pupils and a distance problem: a didactic approach based on interaction analysis. (Quattro allievi e un problema di distanze: approccio didattico dell’analisi delle interazioni.) (Italian)
Mat. Didatt., No. 4, 356-381 (1999).
Classification: C63
5
Methods of investigating teachers’ work. Proceedings of the second meeting of didactics at Fouly (18-21 Apr 1996). (Méthodes d’étude du travail de l’enseignant. Actes des secondes journées didactiques de la Fouly (18-21 avril 1996).) (French)
,. 187 p. (1998).
Classification: A60
6
Between the theory of the subject and the theories of conditions of possibility of didactics: which "cognitive" ? (Entre théories du sujet et théories des conditions de possibiliteé du didactique: quel "cognitif"?) (French)
Rech. Didact. Math. 17, No. 1, 7-27 (1997).
Classification: D20
7
A critical look at didactics. A discussion in letters. (Regards croisés sur le didactique. Un colloque épistolaire.) (French)
Editions la Pensée Sauvage, Grenoble (ISBN 2-85919-125-9). 271 p. (1996).
Classification: D20
8
Psychosoziologische Prozesse, operatives Niveau und Wissenserwerb. (Psychosociological processes, operatory level and the acquisition of knowledge.) (English)
,. 51 p. (1984).
Classification: C30
9
The mathematical balance. Creating a situation facilitating; comprehension of the notion of addition. Das mathematische Gleichgewicht(La balance mathematique). Schaffung einer geeigneten Situation, die das Lernen des Begriffs der Addition beguenstigt(Creer une situation susceptible de favoriser l’appropriation de la notion d’addition). (French)
Math Ecole. (Sep 1979) v. 18(89) p. 2-8.
Classification: D42
10
Studies on the codification of additive operations in a situation of social interaction and communication. Untersuchungen ueber die Codierung additiver Verknuepfungen in einer Situation der sozialen Interaktion und Kommunikation(Recherches sur l’activite de codage d’operations additives en situation d’interaction sociale et de communication). (French)
Seminar of the research group ’didactics and pedagogy of mathematics’, 1980-1981. Seminar der Arbeitsgruppe fuer didaktische und paedagogische Forschung in der Mathematik, 1980-1981(Seminaire de l’equipe de recherche en didactique et pedagogie des mathematiques. Annee 1980-1981). Grenoble-1 Univ., 38 (France). Lab. IMAG nd . p. 101-123 of 264 p.
Classification: C52 C62 F32
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