How do dialogic interactions contribute to the construction of teachers’ mathematical problem-solving knowledge? Construction of a conceptual framework

Clivaz, StéphaneStéphaneClivazDaina, AudreyAudreyDainaBatteau, ValérieValérieBatteauPresutti, SaraSaraPresuttiBünzli, Luc-OlivierLuc-OlivierBünzli2023-03-312022-10-312023-03-3120232046-8253http://hdl.handle.net/20.500.12162/6091The article presents the construction of a conceptual framework, which is rooted in mathematics education and in dialogic analysis. It aims to analyse how dialogic interactions contribute to constructing teachers’ mathematical problem-solving knowledge. The article provides one example of this analysis.endidactique des mathématiquesmathematics educationlesson studyHow do dialogic interactions contribute to the construction of teachers’ mathematical problem-solving knowledge? Construction of a conceptual frameworkType de référence::Article dans une revue scientifique10.1108/IJLLS-03-2022-00312046-8261