Characterization of an Ordinary Teaching Practice with the Help of the Theory of Didactic Situations

Author： Hersant Magali   Perrin-Glorian Marie-Jeanne  

Publisher： Springer Publishing Company

ISSN： 0013-1954

Source： Educational Studies in Mathematics, Vol.59, Iss.1-3, 2005-07, pp. : 113-151

Disclaimer: Any content in publications that violate the sovereignty, the constitution or regulations of the PRC is not accepted or approved by CNPIEC.

Previous Menu Next

Abstract

Related content

Theory and practice of teaching in a university mathematics

By Dalby T.  

International Journal of Mathematical Education in Science and Technology, Vol. 32, Iss. 5, 2001-09 ,pp. : 691-696

Taylor & Francis Ltd

Access to resources Recommend Favorite

Analyzing Mathematical Teaching-Learning Situations — the Interplay of Communicational and Epistemological Constraints

By Steinbring Heinz  

Educational Studies in Mathematics, Vol. 59, Iss. 1-3, 2005-07 ,pp. : 313-324

Springer Publishing Company

Access to resources Recommend Favorite

Introduction Teaching Situations as Object of Research: Empirical Studies within Theoretical Perspectives

By Laborde Colette   Perrin-Glorian Marie-Jeanne  

Educational Studies in Mathematics, Vol. 59, Iss. 1-3, 2005-07 ,pp. : 1-12

Springer Publishing Company

Access to resources Recommend Favorite

Applications of ordinary voltage graph theory to graph embeddability

By  

JOURNAL OF GRAPH THEORY, Vol. 87, Iss. 4, 2018-04 ,pp. : 516-525

John Wiley & Sons Inc

Access to resources Recommend Favorite

Didactic Restrictions on the Teacher’s Practice: The Case of Limits of Functions in Spanish High Schools

By BarbÉ Joaquim   Bosch Marianna   Espinoza Lorena   GascÓN Josep  

Educational Studies in Mathematics, Vol. 59, Iss. 1-3, 2005-07 ,pp. : 235-268

Springer Publishing Company

Access to resources Recommend Favorite