caa a22 4500 44588214X CHVBK 20180317145547.0 cr unu---uuuuu 170323e20110501xx s 000 0 eng 10.1007/s10649-011-9304-7 doi (NATIONALLICENCE)springer-10.1007/s10649-011-9304-7 How do teachers' approaches to geometric work relate to geometry students' learning difficulties? [Elektronische Daten] [Alain Kuzniak, Jean-Claude Rauscher] Various studies suggest that French students (grades 7 to 10) may solve geometric problems within a paradigmatic framework that differs from that assumed by teachers, a situation prone to misunderstandings. In this paper, we study the extent to which secondary school teachers recognise the conflicting paradigms and how they handle the geometric work conducted, in sometimes unintended ways, by their students. This is done by analysing teachers' reactions to specific answers students offered to the Charlotte and Marie problem, an "ambiguous” problem with various solutions depending on the paradigm adopted. As a result of the study, we found that, beyond similarities due to a shared mathematical background, the way secondary schoolteachers handle students' answers varies with their conceptions of geometric work. Implications are drawn regarding the teaching of geometry and the training of teachers. Springer Science+Business Media B.V., 2011 Geometry nationallicence Geometrical paradigms nationallicence Geometric work nationallicence Epistemic conception nationallicence Kuzniak Alain Laboratoire LDAR, Université Paris Diderot, Paris, France aut Rauscher Jean-Claude Université de Strasbourg, Strasbourg, France aut Educational Studies in Mathematics Springer Netherlands 77/1(2011-05-01), 129-147 0013-1954 77:1<129 2011 77 10649 https://doi.org/10.1007/s10649-011-9304-7 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s10649-011-9304-7 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Kuzniak Alain Laboratoire LDAR, Université Paris Diderot, Paris, France aut NATIONALLICENCE 700 1- Rauscher Jean-Claude Université de Strasbourg, Strasbourg, France aut NATIONALLICENCE 773 0- Educational Studies in Mathematics Springer Netherlands 77/1(2011-05-01), 129-147 0013-1954 77:1<129 2011 77 10649 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer