Abstract
Our work is in keeping with the general framework of didactical research in France, where we both studied, and now teach. This paper describes a model training session designed for in-service mathematics teachers, whose purpose is to guide them in their understanding of the relationship between students’ tasks and activities in secondary school (from 11 to 18 years). We first explain the didactical tools that we consider necessary in order to address tasks analysis, and then, as an example of a training session, we provide a list of tasks on similar triangles illustrating the two kinds of analysis in which we engage participants. As a conclusion to this paper, we comment on our choices, and their potential influence on teachers’ practices.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
Notes
M. Pariès, A. Robert, J. Rogalski « Analyses de séances en classe et stabilité des pratiques d’enseignants de mathématiques expérimentés du second degré », submitted.
We call "participants" the teachers who attend the training session at the University.
cf. types of knowing, including 'knowing to act in the moment' in Mason, J. & Johnston-Wilder, S. (2004). Fundamental Constructs in Mathematics Education, RoutledgeFalmer, London.
It is always necessary to be able to associate the homologous angles or sides of the triangles. There is no method or theorem in the official programs about how to locate the homologous elements of the triangles, and it might be a difficulty for the students (Horoks, 2006).
This theorem is studied a year before similar triangles
References
Arbaugh, F., & Brown, C. (2005). Analyzing mathematical tasks: a catalyst for change? Journal Mathematics Teacher Education, 8, 499–536.
Brousseau, G. (1988). Théorie des situations didactiques. Paris: La pensée sauvage.
Christiansen, B., & Walther, G. (1986). Task and Activity, In B. Christiansen, A. G. Howson & M. Otte (Eds.), Perspectives on Mathematics Education. Dordrecht: Reidel.
Henningsen, M., & Stein, M. K. (1997). Mathematical tasks and students cognition: classroom-based factors that support and inhibit High-level mathematical thinking and reasoning. Journal Research mathematics Education, 28(5), 524–549.
Horoks J. (2006). Les triangles semblables en classe de seconde: des enseignements aux apprentissages – Etude de cas. University Paris 7, Thesis.
Robert, A. (1998). Outils d’analyse des contenus mathématiques à enseigner au lycée et à l’université. Recherches Didactiques Mathématiques, 18/2, 139–190.
Robert, A. (2001). Les recherches sur les pratiques des enseignants et les contraintes de l’exercice du métier. Recherches Didactiques Mathématiques, 21/1.2, 57–80.
Robert A. (2005). De recherches sur les pratiques aux formations d’enseignants de mathématiques du second degré: un point de vue didactique, Annales didactiques et sciences cognitives (vol 10, 209–249). IREM Strasbourg.
Robert, A. et Rogalski, J. (2005). A cross analysis of the mathematics teachers’ activity. An example in a French 10th-grade class. Educational Studies Mathematics, 59, 269–298.
Roditi, E. (2005). Les pratiques enseignantes en mathématiques. Entre contraintes et liberté pédagogique. Paris: l’Harmattan.
Stein, M. K., Grover. B., & Henningsen, M. (1996). Building student capacity for mathematical thinking and reasoning: An analysis of mathematical tasks used in reform classrooms. American Educational Research Journal, 33(2), 455–488.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Horoks, J., Robert, A. Tasks Designed to Highlight Task-Activity Relationships. J Math Teacher Educ 10, 279–287 (2007). https://doi.org/10.1007/s10857-007-9040-1
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10857-007-9040-1