New research in mathematics education deals with the complexity of
the mathematicsa (TM) 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 studentsa (TM) 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.
General
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