Mathematics Teachers as Designers
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Descriptif
The goal of the panel discussion is to develop deeper understandings of the processes involved when teachers act as designers (Pepin, Gueudet, & Trouche, 2017). In this panel discussion the participants will respond to each of the following questions:
- Why are teacher design activities relevant? (e.g. practical and/or scientific perspective);
- What are the most challenging/interesting design tasks? What would teachers design? (e.g. actions and/or artefacts);
- How would teachers design? (e.g. What kinds of design approaches would they use?; Would they design individually or collectively?; Under which conditions would they design, with whom, short-term or long-term?).
After each participant has responded, the audience will be invited to join the discussion.
The panel will give rise to a chapter of the book, edited in February 2019, in the Springer Series Advances in Mathematic Education.
Pepin, B., Gueudet, G., & Trouche, L. (2017). Refining teacher design capacity: Mathematics teachers’ interactions with digital curriculum resources. ZDM- Mathematics Education, 49(5), 799-812
Les professeurs de mathématiques commeconcepteurs
L'objectif de la table ronde est d'approfondir la compréhension des processus impliqués lorsque les enseignants agissent en tant que concepteurs (Pepin, Gueudet et Trouche, 2017). Dans cette table ronde, les participants répondront aux questions suivantes:
- Pourquoi les activités de conception des enseignants sont-elles pertinentes? (d'un point de vue pratique et / ou scientifique) ;
- Quelles sont les tâches de conception les plus difficiles / intéressantes? En quoi les enseignants sont-ils des concepteurs? (par exemple, en termes d'actions et / ou d'artefacts) ;
- Comment les enseignants devraient-ils concevoir? (Par exemple, quels types d'approches de conception s'agirait-il d'emprunter? Individuellement ou collectivement?? Dans quelles conditions concevraient-ils, avec qui, à court terme ou à long terme?).
Après cet échange à l'intérieur de la table ronde, la discussion sera élargie à l'ensemble des participants.
Le panel donnera matière à un chapitre du livre qui fera suite à la conférence, édité en février 2019 dans la collection Advances in Mathematics Education de Springer.
Pepin, B., Gueudet, G., & Trouche, L. (2017). Refining teacher design capacity: Mathematics teachers’ interactions with digital curriculum resources. ZDM- Mathematics Education, 49(5), 799-812
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