A perspective for the analysis of the mathematics teacher's practice. Methodological implications

Abstract

To analyse the mathematics teacher’s practice involves making explicit a model of the student’s learning (construction of mathematical knowledge) and generating analytic tools that allow explaining the teacher’s practice in a way coherent with the chosen learning model. In this article we introduce the analytic tool «modelling of mechanisms for the construction of knowledge» to carry out this analysis and the «vignette» notion as the way to make it explicit in the analysis of the teacher’s practice.