Self-efficacy in mathematics is related to engagement, persistence, and academic performance. Prior research focused mostly on examining changes to students' self-efficacy across large time intervals (months or years), and paid less attention to changes at the level of lesson sequences. Knowledge of how self-efficacy changes during a sequence of…

The purpose of this study was to identify the interactional strategies that one teacher used in a discourse-rich tenth-grade classroom to develop her students' facility with the mathematical register. Viewing the mathematical register as multi-semiotic and having a specific grammatical patterning, we used discourse analysis (Sinclair & Coulthard,…

In this paper, we use the theory of didactic situations to characterize a mathematics teaching practice, currently used in secondary schools in France, which we have called "interactive synthesis discussion." We have studied this practice in ordinary classes, i.e. classes where the researcher intervenes neither in the preparation nor in…

The purpose of this paper is to contribute to the debate about how to tackle the issue of "the teacher in the teaching/learning process", and to propose a methodology for analysing the teacher's activity in the classroom, based on concepts used in the fields of the didactics of mathematics as well as in cognitive ergonomics. This…