Teaching multidigit multiplication: combining multiple frameworks to analyse a class episode
Auteur, co-auteurs
Type de référence
Date
2017Langue de la référence
AnglaisEntité(s) de recherche
UER didactiques des mathématiques et des sciences de la nature (UER MS)Résumé
This paper provides an analysis of a teaching episode of the multidigit algorithm for multiplication, with a focus on the influence of the teacher’s mathematical knowledge on their teaching. The theoretical framework uses Mathematical Knowledge for Teaching, mathematical pertinence of the teacher and structuration of the milieu in a descending and ascending a priori analysis and an a posteriori analysis. This analysis shows a development of different didactical situations and some links between mathematical knowledge and pertinence. In the conclusion, the contribution of the frameworks from both French and Anglo-American origins is briefly addressed.Titre du périodique
Educational Studies in MathematicsMaison d’édition
SpringerPays d'édition
Allemagnep-ISSN
0013-1954e-ISSN
1573-0816Evaluation par les pairs (peer reviewing)
ouiPortée nationale / internationale
internationaleVolume / tome
96(3)Pagination
305-325Public(s) cible(s)
Chercheursprofessionels du domaine
Etudiants
URL permanente ORFEE
http://hdl.handle.net/20.500.12162/168Autre(s) URL(s) permanente(s)
http://doi.org/10.1007/s10649-017-9770-7https://link.springer.com/article/10.1007/s10649-017-9770-7
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