Publication at Faculty of Education |
2013
Abstract
The teacher must be able to listen to his/her students’ voices and make it the basis for construction of a knowledge network. The chapter is a case study demonstrating that a competent teacher who believes in the appropriateness of this approach may use it to activate and motivate her students.
The theoretical background to our considerations is Brousseau’s Theory of didactical situations; namely the concept a-didactical situation and the role of students in it. The organization of an a-didactical situation as such involves listening to students’ voices.