This paper reports the analysis of the didactical management of two mathematics teachers in Chile, from direct observation of their geometry classes about the Pythagorean Lheorem, in grade 7 and students 12 to 13 years old. Lhe aim of the study is to detect in classroom management, indicators of teachers'didactical decisions about the topic and see if their efforts follow a didactic model of pedagogical action. Lhis study focuses on the analysis of selected episodes of the lessons, which is part of a constructivist approach to learning and teaching of mathematics, based on key ideas of the theory of didactic situations of Brousseau. Lhe management of both teachers leads to a transmission model of knowledge that hampers the development of mathematics and student protagonism.
|Translated title of the contribution||Classroom didactic management and its relation with teachers' decisions: The case of the pythagorean theorem in seventh-grade|
|Number of pages||19|
|Journal||Bolema - Mathematics Education Bulletin|
|State||Published - Apr 2014|