3428

Constanta Olteanu and Lucian Olteanu

philosophy of mathematics education

2018

33

repetition , difference , variation theory , function , patterns of variation

The availability of instructional examples in the mathematics classroom challenges the way teachers confront students with several aspects of the content, which can contribute to designate the generality of mathematical concepts. Using the theory of variation and Deleuze’s philosophical concepts as the main interpretative framework, this study investigates what is involved in repetition and the nature of its interiority, what we understand by conceptual difference and difference without concept in a development study. The data consisted of 36 teachers’ lesson plans. Qualitative analysis of these data led to the identification of events types and the characteristics of repetition.