Activity Theory in Didactics of Mathematics -- What is Taken As Shared

Autor: Abboud-Blanchard, Maha, Robert, Aline, Rogalski, Janine, Vandebrouck, Fabrice

Publikováno v: IREM de Paris, 2017, Cahiers du Laboratoire de Didactique Andr{\'e} Revuz, Fabrice Vandebrouck, 9782866123802. https://irem.univ-paris-diderot.fr/

These few pages briefly present the way in which Activity Theory has been adopted for several years now by French researchers in didactics of mathematics and has been adapted to study the learning of school mathematics in relation with the teaching t

Externí odkaz: http://arxiv.org/abs/1905.02505

How can university mathematics overcome Klein's second discontinuity? Specific course design.

Autor: Grenier-Boley, Nicolas, Robert, Aline

Publikováno v: ZDM - Mathematics Education; Dec2024, Vol. 56 Issue 7, p1459-1471, 13p

Quand des didacticiens de mathématiques français discutent des théories avec des chercheurs britanniques et européens

Autor: Abboud, Maha, Coles, Alf, Chesnais, Aurélie, Horoks, Julie, Jaworski, Barbara, Mangiante-Orsola, Christine, Perrin-Glorian, Marie-Jeanne, Strømskag, Heidi, Robert, Aline, Rogalski, Janine

Externí odkaz: https://hdl.handle.net/11250/2648984

Interroger les pratiques de formation des professeurs de mathématiques : orientations de recherche et perspectives (un agenda)

Autor: Abboud, Maha, Robert, Aline, Rogalski, Janine

In this text, we propose to question the mathematics teacher training practices and to draw up some orientations and perspectives for their study. We first present a very general overview of these training practices and of their diversity. Beyond the

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=openedition_::7f724309ec6a8e4aff71b2744e6ddf61
http://journals.openedition.org/adsc/1865

Les moments d’exposition des connaissances analyses et exemples

Autor: Bridoux, Stephanie, Grenier-Boley, Nicolas, Hache, Christophe, Robert, Aline

We investigate several issues tied to the moments when the teacher introduces in his classroom the general, formal mathematical knowledge (the “course”). These issues are especially explained with reference to a theoretical hypothesis stated in t

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=openedition_::814e7f19566468e896ce1f7708f3b16b
http://journals.openedition.org/adsc/813