Topaze effect and linking in mathematics teachers' practices

Abstract

In the paper events in classes of mathematics are studied in the framework of the Theory of Didactical Situations in Mathematics. A detailed classification of types of Topaze effect and of linking and their influence on 14-15 year old students' learning are presented.

Differences and similarities of Topaze effect and linking are analysed. Teachers' pedagogical beliefs about the use of different types and their influence on students' behaviour are discussed.

Keywords

• Topaze effect
• linking
• mathematics teachers´ practices
• Theory of Didactical Situations in Mtahematics