Teaching Practices in the Mathematics Classroom: Managing Communication and Mathematical Error

This paper presents the way in which behavioral and constructive learning theories in the mathematics classroom manage communication and error. Then, based on the above parameters, two teaching sessions in Secondary Education are evaluated, with a long distance between them. . The evaluation reveals the great effect of behavioral learning theories on the teachers under study, as well as the timelessness of this effect, given that the teachings under consideration are more than twenty years apart. Finally, there is a discussion on how teaching could be improved in terms of these parameters and a concern is expressed about how, within this framework of resilience of behavioral teaching practices, the new maths curriculun could be successfully implemented