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3 janvier 2014
- handle: 10670/1.1b4iuz
- Roth, Wolff-Michael et Maheux, Jean-François (2014). « The emerging and emergent present: a view on the indeterminate nature of mathematics lessons ». Mathematics Education Research Journal, 26(2), pp. 325-352.
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http://archipel.uqam.ca/7990/
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http://dx.doi.org/10.1007/s13394-013-0114-3
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doi:10.1007/s13394-013-0114-3
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Wolff-Michael Roth et al., « The emerging and emergent present: a view on the indeterminate nature of mathematics lessons », UQAM Archipel : articles scientifiques, ID : 10670/1.1b4iuz
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Résumé
The notion of emergence has considerable currency in mathematics education. However, the notion tends to be used in a descriptive way rather than being theorized and developed as a phenomenon sui generis. The purpose of this article is to contribute to building a theory of emergence. After providing an exemplifying description and analysis of an episode from a second-grade mathematics classroom studying three-dimensional geometry, we discuss implications for theoretical and classroom praxis in mathematics education, especially for the curriculum planning and the preparation, training, and enhancement of teachers of mathematics.