ON TEACHING ACTIONS IN MATHEMATICAL PROBLEM-SOLVING CONTEXTS.

In this research report, the question of the role of the teacher in problem-solving contexts is addressed, particularly in relation to the development of mathematical concepts. Data extracts from a problem-solving session are used to draw out three sorts of teaching actions that aim to push forward the mathematics in the classroom. These teaching actions are discussed in light of verbatim extracts and of available theoretical constructs from the research literature. [ABSTRACT FROM AUTHOR]