This work is in collaboration with Marie-Line Lavallée-Lamarche & Karl-Philippe Tremblay, Université du Québec à Montréal.

This paper presents students’ and teachers’ strategies for mentally solving algebraic equations. The enactivist notions of problem-posing offer conceptual grounds to engage in analysis of students’ and teachers’ strategies, and in their comparisons, leading to the exploration of differences in the nature and origin between the solving processes of students and those of teachers. Final remarks reflect on the potential of being sensitized to the nature of these differences in solving processes.

Bio: Jérôme Proulx is a professor of mathematics education in the mathematics department of the Université du Québec à Montréal (UQAM). His work focuses on studying epistemological and cognitive aspects of mathematics teaching and learning. His current research programme is focused on mental mathematics and solving processes.