Communication de J. Monaghan, chercheur à l'université de Leeds

Towards framework for the analysis of joint student-teacher development over technology-based mathematics lessons.Valsiner extended Vygotsky’s zone of proximal development to include zones of free movement and of promoted action. In this talk I outline how this extended zone theory may be used to research joint student-teacher development over technology-based mathematics lessons.

Communication de G. Psycharis, chercheur à l'université d’Athènes

Dynamic manipulation in a constructionist microworld: Instrumental genesis and situated abstraction.

The presentation reports research results of students’ activities during the implementation of proportional geometric tasks in their classroom. For the analysis two theoretical frameworks are  combined: one that stems directly from constructionism (situated abstraction) and a second one developed in the French research and didactic culture (Instrumental genesis). The main part of the présentation revolves around the description of student’s instrumented mathematical knowledge in terms of situated abstractions during their interaction with a specially designed computational tool for dynamically manipulating geometrical objects.