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The purpose of this paper is to present French Didactique des Mathématiques (DM) to the Lesson Study (LS) community.

This theoretical paper presents the origins of DM in the Theory of Didactical Situations (TDS) by Brousseau. It elaborates about didactical engineering, fundamental situation and other fundamental concepts. It briefly presents other Didactique theories: the theory of conceptual fields, the anthropological theory of the didactic, the joint action theory in didactics and the double approach. It considers importance of the (TDS) and influences over teaching of mathematics. This paper finishes by highlighting the ways Didactique and LS could contribute to each other in a profitable dialogue.

The paper contrasts DM with some LS main features. It highlights the parallels despite fundamental differences in the initial goals of the perspectives. It shows that these differences could lead to productive dialogue by producing more practice-oriented forms of didactical engineering for the first and making teachers’ principles for lessons more explicit for the latter.

The paper presents a very quick overview of the parallels between DM and LS. Additionally, this paper gives many accessible references in English for the reader to explore Didactique further.

The purpose of this paper is to elaborate on the commonality between the Theory of Didactical Situations (TDS) and lesson study to propose a model of lesson study using both the predominant graphical representation of lesson study by Lewis and the model of the didactical situation at the heart of TDS by Brousseau.

Starting by describing and adapting the predominant graphical representation of lesson study by Lewis and the model of the didactical situation at the heart of TDS by Brousseau, the paper integrates the two representations to highlight the commonalities between the students’ learning situation and the teachers’. Based on this integrated graphical representation, the key phases of lesson study are then conceptualised by the mean of the dialectic between didactical and adidactical situation.

The reflection about the use of the TDS graphical representation embedded in the lesson study diagram helps the reflection on the use of TDS itself to analyse lesson study. This theoretical analysis describes the process of teacher learning in lesson study and the link between their learning and the student’s. It also shows that lesson study is a good candidate for the fundamental situation of the knowledge for teaching.

The graphical conceptualisation of lesson study as a learning situation for teachers offers new insight about how teachers learn in lesson study.

Dans un congrès d'experts scientifiques de tourisme il serait superflu et inutile de répéter l'éloge de la propagande et de la publicité touristiques, surtout quand on leur consacre — comme il en est justement le cas dans cette réunion de Vienne — une des sections de nos travaux. Les activités de la propagande et de la publicité dans le domaine touristique sont fondamentales pour le développement du mouvement des étrangers et en constituent à la fois la plateforme et le mécanisme de production. Les offices de tourisme sont avant tout et surtout des organes de propagande et leur activité, même en ce qui concerne des manifestations d'ordre administratif et technique, se traduit en de termes de rendement et aboutit, en définitive, à la production, au développement. On peut dire que presque tous les éléments qui président au développement du tourisme fonctionnent comme des instruments de propagande et comme tels ils doivent être mis en œuvre et préparés.

Lockheed Aircraft Corporation has gone on record supporting an international colloborative effort to develop advanced commercial transports with the California‐based aerospace firm participating on either an equal, or possibly, a minor partner basis with foreign companies to form the primary design team.

Today, pedagogy does not innovate by proposing new methods but by creating learning conditions conducive to the autonomy of learners. During training, students learn to set goals for acquiring knowledge, control their activity and persevere in the face of difficulties. Innovative teachers favour an integrative approach to human activity to jointly develop the relationship with the learning environment or work environment, the socio-cognitive characteristics of learners and their sense of responsibility for the consequences of action and metacognitive management of the activity.

Learners thus evolve in a learning ecosystem that includes the learner himself and his physical and social environment: his tools available (notepad, tablet, etc.), his resources (procedures, methods, instructions, course materials, notes, documentation, etc.) and his partners who also have some knowledge (pair, teachers, expert network, colleagues, etc.). This ecosystem can be seen as a virtual learning space in which technologies that contribute to learning (hardware, software and network) are used with the aim of fostering interactions between stakeholder and content communities. The knowledge is distributed and accessible through the memory of the learner himself or through his tools, resources or partners. It is therefore in the elaboration of the learning mechanism mobilising all the actors to meet the needs of the learners that the innovation can be efficient and effective.

Within this frame of reference, we propose some reflections from pedagogical practice that can develop the learners’ power to act – Which IT environments are needed for specified actions? What pedagogies need to be implemented using these IT environments? What collaborative and reflective tools are needed for professional and university training? Which methods energise learners’ agentivity in the digital age? Three case studies focussing on these questions will offer some recommendations for innovation in pedagogy.

Les problèmes de la formation des cadres pour le tourisme, qui font l'objet de nos délibérations, constituent le prolongement des entretiens et des discussions antérieurement menés par les experts de l'AIEST en cette matière. L'intérêt témoigné pour cette problématique est aisément explicable sur le fond de l'essor exceptionnel, à l'échelle mondiale, du tourisme lequel, ayant perdu désormais son caractère d'élite, est devenu un tourisme de masse.

It has been suggested that, if pedagogical and learning theories are integrated into lesson and learning study, a systematic construction of pedagogical knowledge is possible (Elliott, 2012). In this Special Issue, it is reported how theory and theoretical concepts can add value to lesson and learning study. The purpose of this paper is to introduce the Special Issue and explore the above concepts.

This paper presents the Special Issue papers thematically and the main issues are discussed.

Together the papers suggest that pedagogical theories and theorizing practice may contribute to the improvement of teachers’ practical knowledge and knowledge about teachers’ professional tasks and objects. Furthermore, some theories and theoretical concepts hitherto under-exploited in lesson and learning study are presented and discussed from the point of view how these might improve the quality of the studies.

As a total, this collection of papers bring out issues about the role of pedagogical and learning theories and how these could inform lesson and learning study.

Le 14 juillet 1943 — qu'on veuille bien considérer la date! — lorsque j'exposais devant un auditoire dont on ne saurait nier les aptitudes scientifiques le sujet suivant: «Système et principaux problèmes d'une doctrine scientifique du tourisme», je me heurtais à l'absence de compréhension et d'intérêt d'une grande partie de l'assemblée, bénéficiais de l'estime mêlée de commisération d'un petit nombre d'auditeurs et ne trouvais l'adhésion que de quelques‐uns. Personne ne demanda la parole. Or, depuis 1941, il existait un Institut de recherches touristiques à l'Université de Berne et un Séminaire de tourisme à l'Ecole suisse des hautes études économiques et commerciales de Saint‐Gall; de plus, en 1942 avait paru l'ouvrage fait avec mon collègue Krapf sur les fondements d'une doctrine générale du tourisme. La publication, peu de temps après, de ma conférence quelque peu remaniée et développée, resta longtemps ignorée.

La doctrine du tourisme et son enseignement. La demande des services du tourisme s'étant accrue, la satisfaction en est devenue très compliquée aussi bien du point de vue d'organisation que du point de vue économique.

L'Ecole internationale des sciences touristique de Rome est un organisme privé ayant pour but de promouvoir la connaissance culturelle à caractère multidisciplinaire du phénomène touristique par I'enseignement théorique des disciplines correspondantes. Ces disciplines seront intégrées par des travaux pratiques et par des éventuels stages professionnels.