Mathematics teaching and teachers’ practice: tracing shifts in meaning and identifying potential theoretical lenses

International audienceThe paper reports on meaning shifts of the terms ‘teaching’ and ‘teachers’ practice’ in mathematics education over time and presents three theoretical frameworks arguing for their advantages in studying mathematics teachers’ instructional practice, an especially complex but relatively unexplored sociocultural activity. An exemplification is then offered through the exploitation of one of the theoretical lenses suggested in the case of the mathematics teaching practice of a primary school teacher, Antigoni. The results of the data analysis informed by the lenses employed revealed a dynamic and strongly contextual understanding of the teacher’s teaching practice connecting her current with past and present practices of hers, a feature specific to the framework used