Evidencing the missing resources of the documentational approach to didactics, towards new programs of research
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Descriptif
The development of a theoretical approach creates necessarily new needs, conceptual as well as methodological: when meeting new phenomena; when extending the study outside its initial field (in this case mathematics teaching in French secondary schools); when meeting other theoretical frames. Evidencing its missing resources (Chevallard & Cirade, 2010) is then a critical issue for a community of research. We will propose to face this issue, developing a reflective investigation in two directions: asking the recent Ph.D. students having situated their research into the DAD; examining the questions of denomination (Rousseau & Morvan, 2000) arising from crossing linguistic, curricular and cultural borders (Libbrecht et al., 2008; Pepin et al., 2013), particularly in the Chinese case (Pepin et al., 2016). We will draw from this investigation some programs of research for supporting the development of the documentational approach to didactics.
Chevallard, Y., & Cirade, G. (2010). Les ressources manquantes comme problème professionnel. In G. Gueudet, & L. Trouche, L. (dir.), Ressources vives. Le travail documentaire des professeurs en mathématiques (pp. 41-55). Rennes: PUR.
Libbrecht, P., Desmoulins, C., Mercat, C., Laborde, C., Dietrich, M., & Hendriks, M. (2008). Cross-Curriculum Search for Intergeo. Lecture notes in computer science 5144/2008, 520-535
Pepin, B., Gueudet, G., & Trouche, L. (2013). Investigating textbooks as crucial interfaces between culture, policy and teacher curricular practice: two contrasted case studies in France and Norway, ZDM - Mathematics Education, 45(5), 685-698
Pepin, B., Xu, B., Trouche, L., & Wang, C. (2016). Developing a deeper understanding of mathematics teaching expertise: Chinese mathematics teachers’ resource systems as windows into their work and expertise. Educational studies in Mathematics, 94(3), 257–274, http://rdcu.be/koXk.
Rousseau, D., & Morvan, M. (2000). La dénomination. Le temps des savoirs, 1. Paris : Odile Jacob
Lamise en évidence de ressources manquantes de l'approche documentaire dudidactique comme fondement de nouveaux programmes de recherche
Le développement d'une approche théorique crée nécessairement de nouveaux besoins, tant conceptuels que méthodologiques: lors de la découverte de nouveaux phénomènes; lors de l'extension de l'étude en dehors de son champ initial (ici, l'enseignement des mathématiques dans les écoles secondaires françaises); lors de la rencontre d'autres champs théoriques. L'évidence de ces ressources manquantes (Chevallard & Cirade, 2010) est alors une question cruciale pour une communauté de recherche. Nous proposerons de penser ces questions dans deux directions: en interrogeant des étudiants ayant récemment soutenu un doctorat dans ce domaine; en examinant les questions de dénomination (Rousseau et Morvan, 2000) découlant de la traversée de frontières linguistiques, scolaires et culturelles (Libbrecht et al., 2008; Pepin et al., 2013), en particulier dans le cas chinois (Pepin et al., 2016). Nous tirerons de cette étude la nécessité de programmes de recherche pour soutenir le développement de l'approche documentaire du didactique.
Chevallard, Y., & Cirade, G. (2010). Les ressources manquantes comme problème professionnel. In G. Gueudet, & L. Trouche, L. (dir.), Ressources vives. Le travail documentaire des professeurs en mathématiques (pp. 41-55). Rennes: PUR.
Libbrecht, P., Desmoulins, C., Mercat, C., Laborde, C., Dietrich, M., & Hendriks, M. (2008). Cross-Curriculum Search for Intergeo. Lecture notes in computer science 5144/2008, 520-535
Pepin, B., Gueudet, G., & Trouche, L. (2013). Investigating textbooks as crucial interfaces between culture, policy and teacher curricular practice: two contrasted case studies in France and Norway, ZDM, The International Journal on Mathematics Education, 45(5), 685-698
Pepin, B., Xu, B., Trouche, L., & Wang, C. (2016). Developing a deeper understanding of mathematics teaching expertise: Chinese mathematics teachers’ resource systems as windows into their work and expertise. Educational studies in Mathematics, 94(3), 257–274, http://rdcu.be/koXk.
Rousseau, D., & Morvan, M. (2000). La dénomination. Le temps des savoirs, 1. Paris : Odile Jacob
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