HOW MATHEMATICS TEACHERS HANDLE LESSONS IN TECHNOLOGY ENVIRONMENTS
Résumé
This study investigates the practice of an 'ordinary' mathematics teacher in a technology based-lesson. The analysis of the students' tasks, the students groups' management and the discourse of the teacher provides elements that attempt to characterize teachers' actions in a technology environment. It suggests that, on a cognitive level, the teacher's activities might be considered as similar to those in a pencil-and-paper environment. As on the mediation level, it shows a phenomenon of a class split in several 'mini-classes' that function autonomously and to which the teacher must adjust regularly, repeating the same discourse to each of them. These findings, and others presented in the article, demonstrate on a wider scale how the coherent system of a well-established practice is disturbed by the use of an ICT environment.
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