Abstract
In this chapter, we first study the teacher’s action in the classroom, focusing on her use of material and symbolic elements (students writings) as resources. We present a case study corresponding to a specific experimental teaching exercise. This experimental teaching exercise was designed by a team of researchers and teachers. We analyse the teacher’s action referring to the joint action theory: we look at her action as part and parcel of a dis-symmetric teacher–pupils transaction, about a piece of knowledge at stake, and we focus on the language used in the classroom. We articulate these analyses with a proxemics perspective: we also focus on body and space “fittings”. Then we connect non-verbal aspects to linguistic interactions. Next we investigate the use of video data for exploring classroom practices. Proxemics, in particular, introduces new ways of drawing on videos. We argue that teacher’s and pupils’ joint actions cannot be accessible by using only written material, but have to be supported by video studies, in particular by analyses of didactic techniques of expert teachers. This raises the question of the use of videos as a resource for teacher education.
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Notes
- 1.
In the case of this instructional sequence, a first moment (situation d’action) is followed by a moment for communication: students who tried to describe the thickness of sheets of paper use their description for ordering the same paper. The “written work” at stake here in the sequence is composed by the written orders.
- 2.
CORMT was the research team in Jules Michelet School, 33400 Talence (France). Brousseau worked in the school for many years (1972–1999) and we got more than 400 video records of CORMT lessons, from 1982 to 1999, as numerised archives in the VISA project (IFE and ENS Lyon).
- 3.
- 4.
The calliper is a rubber one, the ruler of which is graduated in millimetres. This makes the direct measure of any sub-millimetric thickness impossible.
- 5.
We share Tomasello’s position (1999): “The evidence that human beings do indeed have species-unique modes of cultural transmission is overwhelming. Most importantly, the cultural traditions and artifacts of human beings accumulate modifications over time in a way that those of other animal species do not” (pp. 4–5), including in these artefacts “tool industries, symbolic communication, and social institutions”, this process requiring “faithful social transmission that can work as a ratchet to prevent slippage backward” (p. 5).
- 6.
The provision ViSA is supported by the IFE and ENS Lyon, in the VISA project (http://visa.inrp.fr).
- 7.
Analogic-digital distinction is characterized by Bateson as follows: in verbal language, characterized as “almost (but non-quite) purely digital”, “the signs themselves have no simple connection (e.g. correspondence or magnitude) with that they stand for”. Verbal language is composed of discrete elements and “the name usually has only a purely conventional or arbitrary connection with the class named”: the word “big”, said Bateson, is not bigger than the word “little” (pp. 372–373). Non-verbal communication, however, is said “analogic”: magnitudes that are used correspond to real magnitudes in the subject of discourse. Analogic communication is a continuous process, where what is represented and the “representative” are in a ratio of magnitude, possibly contradictory. “in kinesic and paralinguistic communication”, Bateson said, “the magnitude of the gesture, the loudness of voice, the length of the pause, the tension of the muscle, and so forth, commonly correspond (directly or inversely) to magnitudes in the relationship that is the subject of discourse” (p. 374).
- 8.
We talk about “techniques”, in the meaning introduced by Mauss (1935/1973), including its incorporated and embodied aspects.
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Acknowledgements
The authors would like to thank Serge Quilio for providing this video from CORMT and for his suggestions about analysis, Tracy Bloor and Jana Visnovska for helping us to revise the English language in this chapter.
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Forest, D., Mercier, A. (2011). Classroom Video Data and Resources for Teaching: Some Thoughts on Teacher Education. In: Gueudet, G., Pepin, B., Trouche, L. (eds) From Text to 'Lived' Resources. Mathematics Teacher Education, vol 7. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-1966-8_11
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