This book published by the INRP synthesises the works that have been led jointly by IREM and INRP teams concerning the didactical analysis of mathematics done by students in the classroom and the analysis of teaching practises.
Some founder questions for theses works:
– What mathematics are done and learnt by students in the classroom? Do they all do the same mathematics?
– How can the practise of a teacher be described and assessed? How can it be expanded? What are the characteristics of the usual practices?
Nine studies:
1. Looking for a consistency to obtain a real mathematical activity in the classroom (Grenoble)
2. Conduct of pulling together activities by new teachers (INRP)
3. To do maths or not to do? Study tools. An example for the study of the binomial sign in classrooms (Paris VII).
4. Confrontation of theoretical fields in the didactical analysis of videos made in classrooms (Paris VII).
5. Some questionings (of a historical kind) concerning the sign chart (Poitiers).
6. An ordinary and difficult course (in a low level first year group of lower high school) about fractions (Clermont).
7. The reciprocal interaction of maths teaching conditions and taught maths (Aix Marseille) (concerning fractions).
8. The question of the didactical organisation. Encounter with the cosine in third year of lower high school (Aix Marseille).
9. Learning through time: an attempt in second year of upper high school classes (Dijon). Here the analyses work is original: It deals with the study, carried out through several months, of a same problem par several groups, with exchanges, seminars…