|
|||||
|
|
Characterization of an Ordinary Teaching Practice with the Help of the Theory of Didactic Situations |
|
| Authors: | Magali Hersant Marie-Jeanne Perrin-Glorian |
| Institution: | (1) IUFM des Pays de la Loire et Centre de Recherche en Education Nantais, Université de Nantes, France;(2) IUFM Nord Pas-de-Calais et Equipe DIDIREM, Université Paris 7, France |
| Abstract: | In this paper, we use the theory of didactic situations to characterize a mathematics teaching practice, currently used in secondary schools in France, which we have called interactive synthesis discussion. 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 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. |
| Keywords: | adidactic milieu classroom interactions didactic contract distribution of responsibility between the teacher and the students evolution of the status of knowledge graphical solution of equations proportionality mathematics teaching practices ordinary teaching theory of didactic situations |
| 本文献已被 SpringerLink 等数据库收录！ | |