Teaching Geometry With Problems: Negotiating Instructional Situations and Mathematical Tasks

By Patricio G. Herbst. 2006

132 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/3b316b5baec6f93b7fe74da9d54aa499bc8f5f0f

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Citations in the corpus

The interplay among gestures, discourse, and diagrams in students’ geometrical reasoning (2013, background): “Herbst (2004) has argued that students engage in different interactions with the diagrams, which are arguably tied to the instructional situations that frame the mathematical work they are called to do (Herbst, 2006).”
Mathematical Knowledge for Teaching and Task Unfolding: An Exploratory Study* (2010, background): “Other possible explanations offered are students’ instructional habits when engaged with high-level tasks (Doyle, 1983), the prevailing classroom norms that determine teacher-student interactions with the content (Herbst, 2006), and several contextual factors (e.”
Enacting proof-related tasks in middle school mathematics: Challenges and opportunities (2010, background): “The didactical contract 2 between teacher and students in the classroom can constrain students’ experiences with authentic proving activity (Herbst, 2006) and may lead unintentionally to the development of authoritarian or ritualistic proof schemes (Harel & Sowder, 1998).”
Studying the Practical Rationality of Mathematics Teaching: What Goes Into “Installing” a Theorem in Geometry? (2011, unknown): “Herbst (2006) has proposed that the didactical contract is elaborated and enforced in the context of instructional situations—particular frames (Goffman, 1974) of activity where students and teacher can trade some of the work they do together (e.g., in the context of a specific kind of mathematical…”
Research on Practical Rationality: Studying the justification of actions in mathematics teaching (2011, background): “activity (as we indicate below, in particular at the layer of the didactical contract and the layer of the mathematical task), we concentrated on studying norms at the layer that we’ve called the instructional situation (Herbst, 2006).”