標(biāo)題: Titlebook: Beyond the Apparent Banality of the Mathematics Classroom; Colette Laborde,Marie-Jeanne Perrin-Glorian,Anna S Book 2005 Springer-Verlag US [打印本頁(yè)] 作者: 根深蒂固 時(shí)間: 2025-3-21 19:45
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作者: 不透明 時(shí)間: 2025-3-21 20:17
What Can the Teacher Learn in the Classroom?,cuss what seems to be taken into account by teachers as they observe students’ activity, and how in-service teacher training can play a role in modifying their knowledge about students’ ways of dealing with mathematical problems.作者: 根除 時(shí)間: 2025-3-22 03:26 作者: 贊美者 時(shí)間: 2025-3-22 04:49
Book 2005d 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 作者: Memorial 時(shí)間: 2025-3-22 10:29 作者: 臭了生氣 時(shí)間: 2025-3-22 14:12
Internationale Markenstrategiencisions—and the mediation of the teacher for controlling students’ involvement in the process of acquiring the mathematical concepts being taught. The authors present an example of this cross-analysis of mathematics teachers’ activity, based on the observation of a lesson composed of exercises given作者: 使人煩燥 時(shí)間: 2025-3-22 18:27 作者: 抗原 時(shí)間: 2025-3-22 23:09 作者: 做方舟 時(shí)間: 2025-3-23 03:02 作者: 不溶解 時(shí)間: 2025-3-23 07:04 作者: 通知 時(shí)間: 2025-3-23 10:03 作者: 動(dòng)機(jī) 時(shí)間: 2025-3-23 15:12
978-1-4419-3788-9Springer-Verlag US 2005作者: Ancillary 時(shí)間: 2025-3-23 18:29 作者: 很是迷惑 時(shí)間: 2025-3-24 01:55
Internationale Krisen-Public Relationsask: In a sale with group rates on a sliding scale, the students must find the lowest possible purchase price for a given number of tickets. A study of students’ arguments made it possible to identify a large number of rhetorical forms. However, it turned out that one of the intrinsic features of th作者: 流浪 時(shí)間: 2025-3-24 06:16
Internationale Krisen-Public Relationsts’ work are analyzed by means of a double theoretical framework: the theory of situations and the theory of conceptual fields (Vergnaud 1991). The analysis focuses mainly on classroom interactions and on the didactic memory from both the teacher perspective and the learner perspective: in particula作者: VERT 時(shí)間: 2025-3-24 09:57 作者: Patrimony 時(shí)間: 2025-3-24 13:33
https://doi.org/10.1007/978-3-322-89180-8, which we have called .. We have studied this practice in ordinary classes, i.e. classes where the researcher intervenes neither in the preparation nor in the management of the lessons. We have looked at the didactic situations the teacher chooses, and how he manages his teaching project, the stude作者: 有偏見(jiàn) 時(shí)間: 2025-3-24 15:57
https://doi.org/10.1007/978-3-8349-8906-2hematics 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 ., covering different scales of analyses of the teaching processes. To amplify the phenomena that are to be observed, we suggest作者: 幼兒 時(shí)間: 2025-3-24 21:18
https://doi.org/10.1007/978-3-8349-8906-2ocus on teachers’ time management strategies. We will identify these strategies by taking into account two temporal dimensions — didactic time and time capital — and the rate at which the former advances relative to the latter, called the pace of an activity, a lesson or a teaching sequence. Those s作者: Adulate 時(shí)間: 2025-3-25 00:03 作者: Defiance 時(shí)間: 2025-3-25 04:12
Amelie Riegsinger,Anna-Lena Wegea process that is structured along six dimensions or .. This paper begins with an outline of this epistemological and didactic model, which appears as a useful tool for the analysis of mathematical and teaching practices. It is used to identify the main characteristics of the mathematical organisati作者: Certainty 時(shí)間: 2025-3-25 08:40
Internationale Markenstrategiense a methodology for analysing the teacher’s activity in the classroom, based on concepts used in the fields of the didactics of mathematics as well as in cognitive ergonomics. This methodology studies the mathematical activity the teacher organises for students during classroom sessions and the way作者: Malfunction 時(shí)間: 2025-3-25 12:18 作者: amphibian 時(shí)間: 2025-3-25 17:08 作者: Foolproof 時(shí)間: 2025-3-25 21:25
Introduction Teaching Situations as Object of Research: Empirical Studies within Theoretical Persper, and to be strongly anchored in original theoretical frameworks allowing to take the classroom situation as unit of analysis. The contributions are not a representative sample of all research sharing this focus worldwide. The theoretical frameworks are grounded mainly (but not solely) in the theor作者: VOK 時(shí)間: 2025-3-26 00:38 作者: scrutiny 時(shí)間: 2025-3-26 04:59
,Macro-Situation and Numerical Knowledge Building: The Role of Pupils’ Didactic Memory in Classroom ts’ work are analyzed by means of a double theoretical framework: the theory of situations and the theory of conceptual fields (Vergnaud 1991). The analysis focuses mainly on classroom interactions and on the didactic memory from both the teacher perspective and the learner perspective: in particula作者: essential-fats 時(shí)間: 2025-3-26 10:12
The Adidactic Interaction with the Procedures of Peers in the Transition from Arithmetic to Algebracourse of a debate in a grade 7 classroom. This debate follows two other instances of work: (1) the adidactic interaction between each student and a given problem, (2) the adidactic interaction of each student with the procedures generated by other students during stage 1. The two kinds of processes作者: 客觀 時(shí)間: 2025-3-26 13:34 作者: STERN 時(shí)間: 2025-3-26 19:05
,An Attempt to Model the Teacher’s Action in the Mathematics Class,hematics 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 ., covering different scales of analyses of the teaching processes. To amplify the phenomena that are to be observed, we suggest作者: Cognizance 時(shí)間: 2025-3-26 23:17 作者: NADIR 時(shí)間: 2025-3-27 04:47
What Can the Teacher Learn in the Classroom?,ing with students’ work. In the first part of the paper, we outline the theoretical framework of our study and distinguish it from some other perspectives. We argue for the importance of distinguishing a kind of teacher’s knowledge, which we call .. In this paper, we concentrate on a subcategory of 作者: 耕種 時(shí)間: 2025-3-27 06:22 作者: WITH 時(shí)間: 2025-3-27 10:42
,A Cross-Analysis of the Mathematics Teacher’s Activity. An Example in a French 10th-Grade Class,se a methodology for analysing the teacher’s activity in the classroom, based on concepts used in the fields of the didactics of mathematics as well as in cognitive ergonomics. This methodology studies the mathematical activity the teacher organises for students during classroom sessions and the way作者: 人造 時(shí)間: 2025-3-27 15:15
When Classroom Situation is the Unit of Analysis: The Potential Impact on Research in Mathematics E mathematics education. The papers, which share common theoretical frameworks, will be categorized into three different classes: ‘demolishers of illusions’, ‘economizers of thought’ and ‘energizers of practice’. I will analyze the role played by psychology and related sciences as a possible enrichme作者: champaign 時(shí)間: 2025-3-27 18:41 作者: 易于交談 時(shí)間: 2025-3-27 23:42 作者: Intersect 時(shí)間: 2025-3-28 05:40 作者: inspiration 時(shí)間: 2025-3-28 07:44 作者: Mettle 時(shí)間: 2025-3-28 13:29
When Classroom Situation is the Unit of Analysis: The Potential Impact on Research in Mathematics Eomena elicited in this kind of studies and the sophistication required by the theoretical constructs, which makes the results of these studies very difficult to communicate to the international community.作者: 補(bǔ)充 時(shí)間: 2025-3-28 15:40
Book 2005nt 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 c作者: 不適當(dāng) 時(shí)間: 2025-3-28 18:54 作者: Extort 時(shí)間: 2025-3-28 23:00 作者: 恃強(qiáng)凌弱的人 時(shí)間: 2025-3-29 05:28 作者: FLUSH 時(shí)間: 2025-3-29 09:42
papers offering a reflection on studies of classroom situati.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 teache作者: 臭名昭著 時(shí)間: 2025-3-29 13:01 作者: VAN 時(shí)間: 2025-3-29 16:47
https://doi.org/10.1007/978-3-322-89180-8or in the management of the lessons. We have looked at the didactic situations the teacher chooses, and how he manages his teaching project, the students’ work in the classroom and at home, and classroom interactions. We present two case studies of experienced teachers, one in grade 8, and the other in grade 10.作者: 助記 時(shí)間: 2025-3-29 23:33
