| Description |
1 online resource (x, 253 pages) : illustrations |
| Physical Medium |
polychrome |
| Description |
text file |
| Bibliography |
Includes bibliographical references (pages 247-253). |
| Contents |
Theory of activity and developmental frameworks for an analysis of teachers' practices and students' learning / Janine Rogalski -- Why and how to understand what is at stake in a mathematics class / Aline Robert and Christophe Hache -- Diversity, variability and commonalities among teaching practices / Eric Roditi -- Stability of practices: what 8th and 9th grade students with the same teacher do during a geometry class period? / Monique Chappet-Paries, Aline Robert, and Janine Rogalski -- Case of textbooks in mathematics teaching / Christophe Hache -- Teaching practices and student learning: a case study / Julie Horoks -- Study of a scenario and its implementation in the classes of two different teachers: comparison of in-class events and the effects on the work of students in exams / Aurélie Chesnais -- Student activities with e-exercise bases / Claire Cazes and Fabrice Vandebrouck -- Teachers' practices using e-exercise bases in their classrooms / Maha Abboud-Blanchard, Claire Cazes, and Fabrice Vandebrouck -- Teachers' activity in dynamic geometry environments: comparison with a session in traditional environments / Maha Abboud-Blanchard and Monique Chappet-Paries -- Qualitative and quantitative studies about mathematics teachers in France / Sayac Nathalie -- Strategies for training mathematics teachers. The first step: training the teachers / Maha Abboud-Blanchard and Aline Robert. |
| Summary |
With cooperation of Aline Robert, Janine Rogalski, Maha Abboud-Blanchard, Claire Cazes, Monique Chappet-Paris, Aurlie Chesnais, Christophe Hache, Julie Horoks, Eric Roditi & Nathalie Sayac. This book presents unique insights into a significant area of French research relating the learning and teaching of mathematics in school classrooms and their development. Having previously had only glimpses of this work, I have found the book fascinating in its breadth of theory, its links between epistemological, didactic and cognitive perspectives and its comprehensive treatment of student learning of mathematics, classroom activity, the work of teachers and prospective teacher development. Taking theoretical perspectives as their starting points, the authors of this volume present a rich array of theoretically embedded studies of mathematics teaching and learning in school classrooms. Throughout this book the reader is made aware of many unanswered questions and challenged to consider associated theoretical and methodological issues. For English-speaking communities who have lacked opportunity to access the French literature the book opens up a wealth of new ways of thinking about and addressing unresolved issues in mathematics learning, teaching and teacher education. |
| Local Note |
eBooks on EBSCOhost EBSCO eBook Subscription Academic Collection - North America |
| Subject |
Mathematics -- Study and teaching.
|
|
Mathematics -- Study and teaching. |
|
Teaching -- Methodology.
|
|
Teaching -- Methodology. |
|
Teaching -- Philosophy.
|
|
Teaching -- Philosophy. |
| Genre/Form |
Electronic books.
|
|
Electronic books.
|
| Added Author |
Vandebrouck, Fabrice, editor.
|
| Other Form: |
Print version: Mathematics classrooms. Rotterdam ; Boston : Sense Publishers, ©2013 9789462092808 (OCoLC)849497086 |
| ISBN |
9789462092815 (electronic book) |
|
9462092818 (electronic book) |
|
9462092796 |
|
9789462092792 |
|
9789462092808 |
|
9789462092792 |
|
946209280X |
| Standard No. |
10.1007/978-94-6209-281-5 |
|
