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The Resource Beyond the Apparent Banality of the Mathematics Classroom, edited by Colette Laborde, MarieJeanne PerrinGlorian, Anna Sierpinska, (electronic resource)
Beyond the Apparent Banality of the Mathematics Classroom, edited by Colette Laborde, MarieJeanne PerrinGlorian, Anna Sierpinska, (electronic resource)
Resource Information
The item Beyond the Apparent Banality of the Mathematics Classroom, edited by Colette Laborde, MarieJeanne PerrinGlorian, Anna Sierpinska, (electronic resource) represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in University of Manitoba Libraries.This item is available to borrow from all library branches.
Resource Information
The item Beyond the Apparent Banality of the Mathematics Classroom, edited by Colette Laborde, MarieJeanne PerrinGlorian, Anna Sierpinska, (electronic resource) represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in University of Manitoba Libraries.
This item is available to borrow from all library branches.
 Summary
 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 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 choices about the knowledge to be taught and the ways of organizing the students’ learning, while giveing rise to the study of interrelations between three main elements of the teaching process the: mathematical content to be taught and learned, management of the various time dimensions, and activity of the teacher who prepares and manages the class, to the benefit of the students' knowledge and the teachers' own experience. This volume, reprinted 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 tackled by means of empirical investigations
 Language

 eng
 eng
 Edition
 1st ed. 2005.
 Extent
 1 online resource (332 p.)
 Note
 "This book was reprinted from Educational studies in mathematics, volume 59, nos. 13, 2005"
 Contents

 Teaching Situations as Object of Research: Empirical Studies within Theoretical Perspectives
 Didactical Handling of Students’ Reasoning Processes in Problem Solving Situations
 MacroSituation and Numerical Knowledge Building: The Role of Pupils’ Didactic Memory in Classroom Interactions
 The Adidactic Interaction with the Procedures of Peers in the Transition from Arithmetic to Algebra: A Milieu for the Emergence of New Questions
 Characterization of an Ordinary Teaching Practice with the Help of the Theory of Didactic Situations
 An Attempt to Model the Teacher’s Action in the Mathematics Class
 Time Management in the Work Economy of a Class, a Case Study: Integration of Cabri in Primary School Mathematics Teaching
 What Can the Teacher Learn in the Classroom?
 Didactic Restrictions on the Teacher’s Practice: The Case of Limits of Functions in Spanish High Schools
 A CrossAnalysis of the Mathematics Teacher’s Activity. An Example in a French 10thGrade Class
 When Classroom Situation is the Unit of Analysis: The Potential Impact on Research in Mathematics Education
 Analyzing Mathematical TeachingLearning Situations — the Interplay of Communicational and Epistemological Constraints
 Isbn
 9786610804283
 Label
 Beyond the Apparent Banality of the Mathematics Classroom
 Title
 Beyond the Apparent Banality of the Mathematics Classroom
 Statement of responsibility
 edited by Colette Laborde, MarieJeanne PerrinGlorian, Anna Sierpinska
 Language

 eng
 eng
 Summary
 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 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 choices about the knowledge to be taught and the ways of organizing the students’ learning, while giveing rise to the study of interrelations between three main elements of the teaching process the: mathematical content to be taught and learned, management of the various time dimensions, and activity of the teacher who prepares and manages the class, to the benefit of the students' knowledge and the teachers' own experience. This volume, reprinted 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 tackled by means of empirical investigations
 Dewey number
 510
 http://bibfra.me/vocab/relation/httpidlocgovvocabularyrelatorsedt

 XnKpWNcGQsc
 jp2DHfHtwmE
 Swq7aGSO2i8
 Language note
 English
 LC call number
 LC86691
 Literary form
 non fiction
 Nature of contents
 dictionaries
 http://library.link/vocab/relatedWorkOrContributorName

 Laborde, Colette.
 PerrinGlorian, MarieJeanne.
 Sierpinska, Anna.
 http://library.link/vocab/subjectName

 Mathematics
 Mathematics Education
 Learning & Instruction
 Label
 Beyond the Apparent Banality of the Mathematics Classroom, edited by Colette Laborde, MarieJeanne PerrinGlorian, Anna Sierpinska, (electronic resource)
 Note
 "This book was reprinted from Educational studies in mathematics, volume 59, nos. 13, 2005"
 Bibliography note
 Includes bibliographical references
 Carrier category
 online resource
 Carrier category code

 cr
 Content category
 text
 Content type code

 txt
 Contents
 Teaching Situations as Object of Research: Empirical Studies within Theoretical Perspectives  Didactical Handling of Students’ Reasoning Processes in Problem Solving Situations  MacroSituation and Numerical Knowledge Building: The Role of Pupils’ Didactic Memory in Classroom Interactions  The Adidactic Interaction with the Procedures of Peers in the Transition from Arithmetic to Algebra: A Milieu for the Emergence of New Questions  Characterization of an Ordinary Teaching Practice with the Help of the Theory of Didactic Situations  An Attempt to Model the Teacher’s Action in the Mathematics Class  Time Management in the Work Economy of a Class, a Case Study: Integration of Cabri in Primary School Mathematics Teaching  What Can the Teacher Learn in the Classroom?  Didactic Restrictions on the Teacher’s Practice: The Case of Limits of Functions in Spanish High Schools  A CrossAnalysis of the Mathematics Teacher’s Activity. An Example in a French 10thGrade Class  When Classroom Situation is the Unit of Analysis: The Potential Impact on Research in Mathematics Education  Analyzing Mathematical TeachingLearning Situations — the Interplay of Communicational and Epistemological Constraints
 Dimensions
 unknown
 Edition
 1st ed. 2005.
 Extent
 1 online resource (332 p.)
 Form of item
 online
 Isbn
 9786610804283
 Media category
 computer
 Media type code

 c
 Other control number
 10.1007/0387304517
 Specific material designation
 remote
 System control number

 (CKB)1000000000283019
 (EBL)323183
 (OCoLC)213888606
 (SSID)ssj0000111065
 (PQKBManifestationID)11135577
 (PQKBTitleCode)TC0000111065
 (PQKBWorkID)10074508
 (PQKB)10049005
 (SSID)ssj0000768332
 (PQKBManifestationID)12350452
 (PQKBTitleCode)TC0000768332
 (PQKBWorkID)10759151
 (PQKB)10590241
 (DEHe213)9780387304519
 (MiAaPQ)EBC323183
 (EXLCZ)991000000000283019
 Label
 Beyond the Apparent Banality of the Mathematics Classroom, edited by Colette Laborde, MarieJeanne PerrinGlorian, Anna Sierpinska, (electronic resource)
 Note
 "This book was reprinted from Educational studies in mathematics, volume 59, nos. 13, 2005"
 Bibliography note
 Includes bibliographical references
 Carrier category
 online resource
 Carrier category code

 cr
 Content category
 text
 Content type code

 txt
 Contents
 Teaching Situations as Object of Research: Empirical Studies within Theoretical Perspectives  Didactical Handling of Students’ Reasoning Processes in Problem Solving Situations  MacroSituation and Numerical Knowledge Building: The Role of Pupils’ Didactic Memory in Classroom Interactions  The Adidactic Interaction with the Procedures of Peers in the Transition from Arithmetic to Algebra: A Milieu for the Emergence of New Questions  Characterization of an Ordinary Teaching Practice with the Help of the Theory of Didactic Situations  An Attempt to Model the Teacher’s Action in the Mathematics Class  Time Management in the Work Economy of a Class, a Case Study: Integration of Cabri in Primary School Mathematics Teaching  What Can the Teacher Learn in the Classroom?  Didactic Restrictions on the Teacher’s Practice: The Case of Limits of Functions in Spanish High Schools  A CrossAnalysis of the Mathematics Teacher’s Activity. An Example in a French 10thGrade Class  When Classroom Situation is the Unit of Analysis: The Potential Impact on Research in Mathematics Education  Analyzing Mathematical TeachingLearning Situations — the Interplay of Communicational and Epistemological Constraints
 Dimensions
 unknown
 Edition
 1st ed. 2005.
 Extent
 1 online resource (332 p.)
 Form of item
 online
 Isbn
 9786610804283
 Media category
 computer
 Media type code

 c
 Other control number
 10.1007/0387304517
 Specific material designation
 remote
 System control number

 (CKB)1000000000283019
 (EBL)323183
 (OCoLC)213888606
 (SSID)ssj0000111065
 (PQKBManifestationID)11135577
 (PQKBTitleCode)TC0000111065
 (PQKBWorkID)10074508
 (PQKB)10049005
 (SSID)ssj0000768332
 (PQKBManifestationID)12350452
 (PQKBTitleCode)TC0000768332
 (PQKBWorkID)10759151
 (PQKB)10590241
 (DEHe213)9780387304519
 (MiAaPQ)EBC323183
 (EXLCZ)991000000000283019
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<div class="citation" vocab="http://schema.org/"><i class="fa faexternallinksquare fafw"></i> Data from <span resource="http://link.lib.umanitoba.ca/portal/BeyondtheApparentBanalityoftheMathematics/wDEaGlQTGXE/" typeof="Book http://bibfra.me/vocab/lite/Item"><span property="name http://bibfra.me/vocab/lite/label"><a href="http://link.lib.umanitoba.ca/portal/BeyondtheApparentBanalityoftheMathematics/wDEaGlQTGXE/">Beyond the Apparent Banality of the Mathematics Classroom, edited by Colette Laborde, MarieJeanne PerrinGlorian, Anna Sierpinska, (electronic resource)</a></span>  <span property="potentialAction" typeOf="OrganizeAction"><span property="agent" typeof="LibrarySystem http://library.link/vocab/LibrarySystem" resource="http://link.lib.umanitoba.ca/"><span property="name http://bibfra.me/vocab/lite/label"><a property="url" href="http://link.lib.umanitoba.ca/">University of Manitoba Libraries</a></span></span></span></span></div>