M. Kaldrimidou, H. Sakonidis and M. Tzekaki have written an article that has recently been published online in ZDM. The article is entitled “Comparative readings of the nature of the mathematical knowledge under construction in the classroom“, and it makes an attempt to:
(…) empirically identify the epistemological status of mathematical knowledge interactively constituted in the classroom. To this purpose, three relevant theoretical constructs are employed in order to analyze two lessons provided by two secondary school teachers. The aim of these analyses was to enable a comparative reading of the nature of the mathematical knowledge under construction. The results show that each of these three perspectives allows access to specific features of this knowledge, which do not coincide. Moreover, when considered simultaneously, the three perspectives offer a rather informed view of the status of the knowledge at hand (from the abstract).