The Social Production of Mathematics for Teaching

摘要: This chapter aims to show the impact of culture on learning mathematics and consequently that studies for teaching require strong theoretical frameworks foreground relationship between pedagogy. For this purpose, we describe two different research projects in Southern Africa, each focused notion teaching. The first study analyses teacher mathematical concept limits functions through participation a community Mozambique, is framed by Chevallard’s anthropological theory didactics. second, QUANTUM project, what how produced across selected education courses in-service programmes South shaped Bernstein’s pedagogic discourse. We argue separately together these demonstrate can only be grasped language positions it as structured by, structuring of, discourse (in terms) or institution which ‘lives’.