61 research outputs found
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
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