This book presents unique insights into a significant area of French research
relating the learning and teaching of mathematics in school classrooms and their
development. Having previously had only glimpses of this work, I have found the
book fascinating in its breadth of theory, its links between epistemological, didactic
and cognitive perspectives and its comprehensive treatment of student learning of
mathematics, classroom activity, the work of teachers and prospective teacher
development. Taking theoretical perspectives as their starting points, the authors of
this volume present a rich array of theoretically embedded studies of mathematics
teaching and learning in school classrooms.