Introduction to the papers of TWG24: Representations in mathematics teaching and learning

TWG24 made its first appearance as a new Thematic Working Group at CERME10, focusing on representations of mathematical concepts or mathematical objects because of their constituting an \u201cintegral part of the doing of mathematics\u201d (Presmeg, 2002) and thus an important part of teaching and learning mathematics. Indeed, representation has been a crucial topic in research, for instance, in PME groups, in a special issue of ESM, in a special issue of ZDM, in ICME 13 in 2016. In the group\u2019s \u201cCall for papers\u201d the term representations referred to thinking tools for doing mathematics encompassing graphs, tables, diagrams, formulas, symbols, texts, concrete models, and, in a broader sense, even gestures, videos, sounds etc

Introduction to the Theory of Didactical Situations (TDS)

International audienceThe chapter briefly introduces the Theory of Didactical Situations (TDS) by referring to the data from Chap. 2. TDS provides a systemic framework for investigating teaching and learning processes in mathematics, and for supporting didactical design. The theory is structured around the notions of a-didactical and didactical situations and includes a corpus of concepts relevant for teaching and learning in mathematics classrooms

Agency and Knowledge

International audienc