Session Information
27 SES 03 B, Comparative Didactics
Paper Session
Contribution
Method
Expected Outcomes
References
Brousseau, G. (1997). Theory of Didactical Situations in Mathematics. Dordrecht: Kluwer. Buty, C., Tiberghien, A., & Le Maréchal, J. F. (2004). Learning hypotheses and associated tools to design and to analyse teaching-leaning sequences. International Journal of Science Education, 26(5), 579-604. Chevallard, Y. (1992). Fundamental concepts in didactics: perspectives provided by an anthropological approach. In Douady R. & Mercier A. (Eds), Research in Didactique of Mathematics (pp. 131-168), Selected Papers, Grenoble: La Pensée Sauvage. Chi, M.T.H. (1997). Quantifying qualitative analyses of verbal data: A practical guide. The Journal of the Learning Sciences, 6, 271-315. Collins, A., & Ferguson, W. (1993). Epistemic forms and epistemic games: Structures and strategies to guide inquiry. Educational Psychologist, 28(1), 25-42. Ercikan, K., & Roth, W-M. (2006). What good is polarizing research into qualitative and quantitative? Educational Researcher, 35(5), pp. 14-23. Santini, J. (2007). Jeux épistémiques et modélisation en classe ordinaire: les séismes au cours moyen. Didaskalia, 31, 47-83. Schubauer-Leoni, M.L., & Leutenegger, F. (2002). Expliquer, comprendre dans une approche clinique/expérimentale du didactique ordinaire. In Leutenegger F. & Saada-Robert M. (Eds), Expliquer, comprendre en sciences de l'éducation (pp. 227-251). Bruxelles: De Boeck. Sensevy, G. (2007). Des catégories pour décrire et comprendre l’action du professeur. In G. Sensevy & A. Mercier (Eds), Agir ensemble. L'action didactique conjointe du professeur et des élèves (pp. 13-49). Rennes: PUR. Sensevy, G., Mercier, A., Schubauer-Leoni, M-L., Ligozat, F. & Perrot, G (2005). An attempt to model the teacher’s action in mathematics, Educational Studies in mathematics, 59(1), 153-181. Sensevy, G., & Mercier, A. (Eds). (2007). Agir ensemble. L'action didactique conjointe du professeur et des élèves. Rennes: PUR. Sensevy, G., Gruson, B., Marlot, C., & Santini, J. (2008) The Joint Action Theory: introducing the approach. Symposium Practical Epistemology Analysis and Joint Action Theory in Didactics, European Conference on Educational Research (ECER), Gothenburg, Sweden, 10-12 September 2008. Shaffer, D., & Serlin, R. (2004). What Good are Statistics that Don’t Generalize? Educational Researcher, 33(9), pp. 14–25. Tiberghien, A., Malkoun, L., Buty, C., Souassy, N., & Mortimer, E. (2007). Analyse des savoirs en jeu en classe de physique à différentes échelles de temps. In G. Sensevy & A. Mercier (Eds) Agir ensemble. L'action didactique conjointe du professeur et des élèves (pp. 93-122). Rennes: PUR. Wittgenstein, L. (1997). Philosophical Investigations = Philosophische Untersuchungen (G.E.M. Anscombe, Trans.), Oxford: Blackwell. (Original work published 1953).
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