LEADER 03845nam 2200613 a 450 001 9910780036303321 005 20200520144314.0 010 $a1-280-20761-2 010 $a9786610207619 010 $a0-306-47211-2 024 7 $a10.1007/0-306-47211-2 035 $a(CKB)111056486602294 035 $a(EBL)3035563 035 $a(SSID)ssj0000258180 035 $a(PQKBManifestationID)11207906 035 $a(PQKBTitleCode)TC0000258180 035 $a(PQKBWorkID)10255322 035 $a(PQKB)10133777 035 $a(DE-He213)978-0-306-47211-4 035 $a(Au-PeEL)EBL3035563 035 $a(CaPaEBR)ebr10048345 035 $a(CaONFJC)MIL20761 035 $a(OCoLC)923696223 035 $a(MiAaPQ)EBC3035563 035 $a(EXLCZ)99111056486602294 100 $a19970307d1997 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aTheory of didactical situations in mathematics$b[electronic resource] $edidactique des mathe?matiques, 1970-1990 /$fby Guy Brousseau ; edited and translated by Nicolas Balacheff ... [et al.] 205 $a1st ed. 2002. 210 $aDordrecht ;$aBoston $cKluwer Academic Publishers$dc1997 215 $a1 online resource (327 p.) 225 1 $aMathematics education library ;$vv. 19 300 $aDescription based upon print version of record. 311 $a0-7923-4526-6 320 $aIncludes bibliographical references (p. [283]-293) and indexes. 327 $aPrelude to the Introduction -- Setting the Scene with an Example: the Race to 20 -- Prelude -- Foundations and Methods of Didactique -- Prelude -- Epistemological Obstacles, Problems, and Didactical Engineering -- Prelude -- Problems with Teaching Decimal Numbers -- Interlude -- Didactical Problems with Decimals -- Postlude Didactique and Teaching Problems -- Prelude -- The Didactical Contract: The Teacher, the Student and the Milieu -- Prelude -- Didactique: What Use is it to a Teacher?. 330 $aOn the occasion of the celebration of ?Twenty Years of Didactique of Ma- ematics? in France, Jeremy Kilpatrick commented that though the works of Guy Brousseau are known through texts referring to them or mentioning their existence, the original texts are unknown, or known only with difficulty, in the non-Fren- speaking world. With very few exceptions, what has been available until now have been interpretations of the works of Brousseau rather than the works themselves. It was in response to this need that two of us, in the euphoria of an unforgettable Mexican evening at the time of the 1990 PME conference, decided to undertake the task of translating into English most of the works of Guy Brousseau. The ceuvre is immense, and once past the initial moments ofenthusiasm, with the accompanying ambition to produce the entire of it, we recognized the need to choose both the texts and a method of proceeding. As far as the texts go, we chose to take the period from 1970 to 1990, in the course of which it seemed to us that Brousseau had forged the essentials of the Theory of Didactical Situations. But even there the collection is huge. So, after an initial translation of most of the publications of the period, we carved out a selection, retaining the texts which gave the best presentation of the principles and key concepts of the Theory. 410 0$aMathematics education library ;$vv. 19. 606 $aMathematics$xStudy and teaching$zFrance 615 0$aMathematics$xStudy and teaching 676 $a510/.71/044 700 $aBrousseau$b Guy$0320672 701 $aBalacheff$b Nicolas$0320673 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910780036303321 996 $aTheory of didactical situations in mathematics$93776605 997 $aUNINA