EDUCATIONAL STUDIES IN MATHEMATICS Volume 59 Nos. 1-3 2005 Special Issue Teaching Situations as Object of Research: Empirical Studies within Theoretical Perspectives Guest Editors: Colette Laborde and Marie-Jeanne Perrin-Glorian COLETTE LABORDE and MARIE-JEANNE PERRIN- GLORIAN / Introduction: Teaching Situations as Object of Research: Empirical Studies within Theoretical Perspectives BROUSSEAU and PATRICK GIBEL / Didactical Handling of Students’ Reasoning Processes in Problem Solving Situations ANNICK FLUCKIGER / Macro-Situation and Numerical Knowledge Building: The Role of Pupils’ Didactic Memory in Classroom Interactions PATRICIA SADOVSKY and CARMEN SESSA / The Adi- dactic Interaction with the Procedures of Peers in the Transition from Arithmetic to Algebra: A Milieu for the Emergence of New Questions MAGALI HERSANT and MARIE-JEANNE PERRIN- GLORIAN / Characterization of an Ordinary Teach- ing Practice with the Help of the Theory of Didactic Situations 113-151 GERARD SENSEVY, MARIA-LUISA SCHUBAUER- LEONI, ALAIN MERCIER, FLORENCE LIGOZAT and GERARD PERROT / An Attempt to Model the Teacher’s Action in the Mathematics Class 153-181 TERESA ASSUDE/ Time Management in the Work Economy of a Class, A Case Study: Integration of Cabri in Primary School Mathematics Teaching 183-203 CLAIRE MARGOLINAS, LALINA COULANGE and ANNIE BESSOT / What Can the Teacher Learn in the Classroom? 205-234 JOAQUIM BARBE, MARIANNA BOSCH, LORENA ESPINOZA and JOSEP GASCON / Didactic Restric- tions on the Teacher’s Practice: The Case of Limits of Functions in Spanish High Schools 235-268 ALINE ROBERT and JANINE ROGALSKI / A Cross- Analysis of the Mathematics Teacher’s Activity. An Example in a French 10th-Grade Class 269-298 MARIA G. BARTOLINI BUSSI / When Classroom Situa- tion is ine Unit of Analysis: The Potential Impact on Research in Mathematics Education 299-311 HEINZ STEINBRING / Analyzing Mathematical Teaching- Learning Situations — The Interplay of Communica- tional and Epistemological Constraints 313-324 Instructions for Authors 325-331