TEACHER'S DIDACTICAL VARIABILITY AND ITS ROLE IN MATHEMATICS EDUCATION

We are looking for the explanation of the differences in learners' flexibility when using the learned knowledge in new contexts. The main aim of our contribution is to combine various theoretical perspectives of investigating teachers' variability and students' flexibility when applying the learned knowledge. We consider the interpersonal differences as an effect of the teacher's didactical variability. Sarrazy (2002) claims that the question of the use of algorithms and taught theorems by students is more an anthropological than psychological problem. The contribution relates to the question B2: Do different frameworks make us look at different aspects of the learning process, that is, at different research questions and different data, or at different interpretations of the same data about the learning process?