Solving equations : Gestures, (un)allowable hints, and the unsayable matter

Thomas Janssen (1) , Luis Radford (2)

1 University of Bremen
2 UL - Université Laurentienne

The goal of this paper is to contribute to the research on the introduction of solving linear equations. Subsumed in the " Comparing and Contrasting " category introduced in Prediger, Bikner-Ahsbahs and Arzarello's (2008) networking strategies, we contrast two episodes informed by two distinct theories and offer an insight into the teacher's role in introducing new knowledge in the classroom and the meaning-making narratives of hands-on didactic approaches to algebra. We examine the teachers' gestures and hints and what appears to be unsayable in the teacher-students' interaction.

Mots clés: Linear equations; networking theories; teaching-learning; gestures

Domaines: Education; Histoire et perspectives sur les mathématiques [math.HO]

Thomas Janssen, Luis Radford. Solving equations : Gestures, (un)allowable hints, and the unsayable matter. CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.419-425. ⟨hal-01286911⟩