A secondary mathematics teacher’s practice perspective on the derivate teaching. Relations between teacher’s perspective and practice

Abstract

This study aims to describe and explain teacher´s practice. The teaching context was the introduction of derivative concept in secondary high school (16-18 year-old students). We introduce and use the notion «modeling a mechanism of construction of knowledge» to explain how the teacher generated learning opportunities to his pupils derived from his perspective. The relation between teacher’s perspective and his/her practice is describe by how mathematical content was organized, how were modeled the construction mechanisms of knowledge by the management of different representations systems and mathematical discourse in the classroom and it is explained by the complementarity between cognitive and sociocultural references.