Abstract
In this article, we analyze moments of teacher telling (MTT) involvingthe exposition of new knowledge to students. We first specify the theoreticalframework used for our analyses and describe our global methodology, focusingon teacher telling moments as taking part in the students’ mathematics learning.Then, we review the literature on this topic and develop a specific tool, calleda “proximity,” to study MMTs in relation to whole-class scaffolding. Finally, wecompare two high school teachers’ practices in teaching the same content —variation of functions for 10th grade students — to illustrate this new analyticallens. In the conclusion, we discuss our approach and develop several researchperspectives.