ABSTRACT
The study takes a pragmatic orientation according with the theory of joint action in didactics. It focuses on the didactic contract that integrates the norms, expectations, and possibilities underlying teacher and student interactions, in particular when knowledge is involved. This contract, proposed as rules, is inferred by the researchers from various analyses of videos of four sessions of a teaching sequence and their transcriptions. Videos and their transcriptions allow the researchers multiple analyses, both quantitative and qualitative, holistic and analytic, on several timescales, involving a multi-step methodology. These analyses are illustrated with examples and discussed.
