This book presents unique insights into a significant area of French research relating the learning and teaching of mathematics in school classrooms and their development. Having previously had only glimpses of this work, I have found the book fascinating in its breadth of theory, its links between epistemological, didactic and cognitive perspectives and its comprehensive treatment of student learning of mathematics, classroom activity, the work of teachers and prospective teacher development. Taking theoretical perspectives as their starting points, the authors of this volume present a rich array of theoretically embedded studies of mathematics teaching and learning in school classrooms. Throughout this book the reader is made aware of many unanswered questions and challenged to consider associated theoretical and methodological issues. For English-speaking communities who have lacked opportunity to access the French literature the book opens up a wealth of new ways of thinking about and addressing unresolved issues in mathematics learning, teaching and teacher education. I recommend it wholeheartedly! (Extract from Barbara Jaworski's preface. ) With cooperation of Aline Robert, Janine Rogalski, Maha Abboud-Blanchard, Claire Cazes, Monique Chappet-Pariès, Aurélie Chesnais, Christophe Hache, Julie Horoks, Eric Roditi & Nathalie Sayac.

This book presents unique insights into a significant area of French research relating the learning and teaching of mathematics in school classrooms and their development. Having previously had only glimpses of this work, I have found the book fascinating in its breadth of theory, its links between epistemological, didactic and cognitive perspectives and its comprehensive treatment of student learning of mathematics, classroom activity, the work of teachers and prospective teacher development. Taking theoretical perspectives as their starting points, the authors of this volume present a rich array of theoretically embedded studies of mathematics teaching and learning in school classrooms. Throughout this book the reader is made aware of many unanswered questions and challenged to consider associated theoretical and methodological issues. For English-speaking communities who have lacked opportunity to access the French literature the book opens up a wealth of new ways of thinking about and addressing unresolved issues in mathematics learning, teaching and teacher education. I recommend it wholeheartedly! (Extract from Barbara Jaworski's preface. ) With cooperation of Aline Robert, Janine Rogalski, Maha Abboud-Blanchard, Claire Cazes, Monique Chappet-Pariès, Aurélie Chesnais, Christophe Hache, Julie Horoks, Eric Roditi & Nathalie Sayac.

Tout a changé le jour où mon père est mort. Le soir où j'ai rencontré Saint, Galen, Caz et Théo. Ces enfoirés manipulateurs ont voulu me détruire après notre nuit torride, mais ils n'ont pas compris qu'on ne peut pas détruire quelque chose qui est déjà brisé. Et ça ne marche pas si la victime s'en moque. Ce qui est mon cas. Parce que je vis un enfer depuis des années, et rien ne pourra abattre les murs d'acier que j'ai érigés. Jusqu'à ce que la Sainteté décide que je leur appartiens et que des fissures apparaissent dans ma carapace. Leurs jeux cruels, leurs paroles acerbes et leurs contacts brutaux réveillent quelque chose en moi. Les ennuis commencent. Ils m'entraînent dans leur monde dangereux, au point de me retrouver au milieu de la violence et de la guerre des gangs, empêtrée dans tous les secrets et les mensonges, sans retour en arrière possible. Parce que je leur appartiens. Et rien ne m'a jamais semblé aussi juste. Je suis à ma place. Seulement, avec des ennemis de tous les côtés, la survie devient un jeu mortel sans aucune garantie. Et, parfois, les saints se transforment en pécheurs.