Analyzing teachers and students mathematical activity (or anyone’s really!) without ascribing thoughts or intentions… not an easy task! This part of my research efforts goes to developing a way to talk and think about doing mathematics by focusing only on what is visible, audible, sensible, etc. Drawing to ethnomethodology and cognitive studies à la Maturana and Varela, amongst other things, this theoretical development dwells on the idea that “mathematics is what we do, when we do mathematics… and vice versa!”.
Most of this work is realize in close collaboration with Jerome Proulx.