Abstract: | This volume gathers contributions that share the same double concern: to focus on teaching situations in classrooms, especially
the work of the teacher, 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 theory of didactic situations (Brousseau, 1997) and the anthropological
theory of didactics (Chevallard, 1992, 1999). There are 11 articles altogether, 9 of which present research works within the
chosen theme and focus. The other two are commentary papers offering a reflection on studies of classroom situations from
the point of view of other theoretical viewpoints.
“Original” in the sense of having been developed specifically for research in mathematics education and not borrowed from
other domains such as psychology, sociology, etc. |