The construct of 'resource system' as an analytic tool in understanding the work of teaching
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Descriptif
Euclid's ingeniousorganization of mathematical material from different sources to form the Elements createda systematic text which served as a base for the study and teaching ofmathematics for more than two millennia. To this day, the idea of creating acoherent system of resources following some concerted approach continues toinform the design of textbooks and curriculum schemes. However, when teachersare encouraged to draw on multiple sources to enrich their teaching, they facethe challenge not only of comprehending, but often of reconciling, contrastingapproaches, so as to create their own system of resources. In an era offlexible curriculum schemes, of reusable learning objects, and of proliferatingmediating technologies, this challenge becomes all the greater. This lecturewill examine how this aspect of the work of teaching has been analyzed inrecent research, notably the lines of investigation initiated by Ruthven (2009et seq.) and Gueudet & Trouche (2009 et seq.).
Fan, L., Zhu, Y.,& Miao, Z. (2013). Textbook research in mathematics education: developmentstatus and directions. ZDM, 45(5), 633-646.
Gueudet, G., &Trouche, L. (2009). Towards new documentation systems for mathematicsteachers? EducationalStudies in Mathematics, 71(3), 199-218.
Heath, T. L. (1908).The thirteen books of Euclid's Elements. Cambridge: Cambridge University Press.
Ruthven, K. (2009). Towards a naturalisticconceptualisation of technology integration in classroom practice: The exampleof school mathematics. Éducationet didactique, 3(1),131-159.
Laconstruction du "système de ressources" comme un outil analytiquepour comprendre le travail d'enseignement
L'ingénieuseorganisation, par Euclide, du matériel mathématique de différentes sources pourconstituer les Éléments a produit un texte systématique qui aservi de base à l'étude et à l'enseignement des mathématiques pendant plus dedeux millénaires. À ce jour, l'idée de créer, à partir d'une approcheconcertée, un système cohérent de ressources continue d'informer la conceptiondes manuels scolaires et des programmes d'études. Cependant, lorsque lesenseignants sont encouragés à s'appuyer sur de multiples sources pour enrichirleur enseignement, ils doivent relever le défi non seulement de comprendre,mais souvent de concilier, des approches contrastées, afin de créer leur propresystème de ressources. Dans une ère de programmes de programmes flexibles,d'objets d'apprentissage réutilisables et de technologies de médiationproliférantes, ce défi devient d'autant plus important. Cette conférenceexaminera comment cet aspect du travail d'enseignement a été analysé dans desrecherches récentes, notamment les lignes d'investigation initiées par Ruthven(2009 et seq.) et Gueudet & Trouche (2009 et suivants).
Fan, L., Zhu, Y.,& Miao, Z. (2013). Textbook research in mathematics education: developmentstatus and directions. ZDM, 45(5), 633-646.
Gueudet, G., &Trouche, L. (2009). Towards new documentation systems for mathematicsteachers? EducationalStudies in Mathematics, 71(3), 199-218.
Heath, T. L. (1908).The thirteen books of Euclid's Elements. Cambridge: Cambridge University Press.
Ruthven, K. (2009). Towards a naturalisticconceptualisation of technology integration in classroom practice: The exampleof school mathematics. Éducationet didactique, 3(1),131-159.
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