for the learning of mathematics

an international journal of mathematics education

Alessandro Ramploud ,  Silvia Funghi ,  Maria Mellone - Vol. 43 Num. 3 (2023)
 Hysteric discourse and ethics in teaching


How do teachers relate to the “conflicts” that exist between scientific research findings and school institutional demands? Starting with a “provocative” statement by a primary school teacher, we interviewed eleven teachers asking them to express their opinions on this statement. Based on Brown's rereading of the four discourses by Lacan, we used these constructs to analyze the interviews. We focused on the different types of hysterical discourses that emerged, to understand whether this interpretative perspective could be useful to open up reflections on how to investigate teachers’ choice processes about the activities they should offer in the school.