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Conférences

le (4m41s)

01 Ouverture du Colloque

Ouverture du colloque par Makkram Abbès et Marina MestreColloque L’Islam et l’Occident à l’époque médiévale. Transmission et diffusion des savoirs. (11, 12, 13 mars 2009) Progamme du colloque en pdfOrganisé par les laboratoires Triangle Action, discours, pensée politique et économique (UMR 5206), Cerphi Centre d’Etudes en Rhétorique, Philosophie et Histoire des Idées, Ciham Centre Interuniversitaire d’Histoire et d’Archéologie Médiévales à l’Ecole normale supérieure Lettres et sciences humaines, ce colloque international est conçu comme un moment de débat scientifique et d’échanges sur les enjeux sociaux de l’écriture de l’histoire, dès lors que l’on traite du monde arabo-musulman, de ses rapports ...
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Conférences

le (26m4s)

Opening Ceremony

 The theme of the Re(s)sources 2018 international conference is‘teachers interacting with resources’which will be discussed in seven plenary lectures, a plenary panel and four Working Groups. The conference is followed by a young researcher workshop structured under four sessions.  The Re(s)sources 2018 call for contributions concerned participation in the Working Groups, which constitute the essential place for presentation, discussion, and collective work on specific topics related to resources. Each proposal has been peer-reviewed (and subsequently revised), resulting in 70 accepted oral and 7 accepted poster contributions.Cérémonie d'ouvertureLe thème de la conférence internationale ...
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Conférences

le (50m6s)

The construct of 'resource system' as an analytic tool in understanding the work of teaching

Euclid's ingenious organization of mathematical material from different sources to form the Elements created a systematic text which served as a base for the study and teaching of mathematics for more than two millennia. To this day, the idea of creating a coherent system of resources following some concerted approach continues to inform the design of textbooks and curriculum schemes. However, when teachers are encouraged to draw on multiple sources to enrich their teaching, they face the challenge not only of comprehending, but often of reconciling, contrasting approaches, so as to create their own ...
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Conférences

le (43m56s)

Studying Teachers’ documentation work: emergence of a theoretical approach

The documentational approach to didactics is a recent theory –less than ten years old. In this conference I will look back at the process of development of this approach. I will recall the initial context, motivating the elaboration of a specific frame for studying teachers’ documentation work. Several kinds of evolutions will be emphasized: theoretical, methodological, but also evolutions of the questions studied in the research works referring to the documentational approach. I will conclude by evidencing the perspectives for future research and further evolutions.  Adler, J. (2000). Conceptualising resources as ...
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Conférences

le (52m17s)

How did mathematics teachers work four thousand years ago? Curricula and syllabuses in Mesopotamia

Surprising as it may seem, education in Mesopotamia is remarkably well documented. The reason for this abundance of sources is the nature of the writing support that was used in the Ancient Near East, namely, the clay, an indestructible material that has survived from antiquity to the present day. School exercises, including mathematics exercises, have been found by the tens of thousands during archaeological excavation in Iraq, Syria and Iran. One can detect how masters worked through careful analysis ...
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Conférences

le (45m41s)

Teachers’ Use of Mathematics Resources: A Look across Cultural Boundaries

Curriculum resources are adopted in school systems around the world, often, to promote curricular coherence or reform (Pepin & Haggarty, 2001; Valverde et al., 2012). The development and design of these resources varies across systems, as do the expectations for and assumptions about their use (Remillard, Van Steenbrugge, & Bergqvist 2016). Ultimately, teachers’ interpretations and decisions are at the center of resource use. In this lecture, I present initial findings from a cross-cultural study of elementary teachers’ interpretations ...
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Conférences

le (48m39s)

Reflecting on a theoretical approach from a networking perspective: the case of the documentational approach to didactics

One decade ago, the documentational approach to didactics (Gueudet, Pepin, & Trouche, 2012) was just emerging. Since then, it has developed and matured, benefitting from the collaborative work and contributions of researchers with different research background and educational culture. It has also extended its scope beyond the sole field of mathematics education. The diversity of those who have contributed to the development of this approach has expressed through a diversity of theoretical constructions and combinations. In this lecture, I ...
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Conférences

le (51m36s)

Teachers collective work inside and outside school as an essential spring of mathematics teachers' documentation: Japanese and Chinese experiences

As opposed to the individualistic perspective that has seemed dominant in teacher’s work for teaching the lesson, one may find today a wide range of teachers’ collective works inside and outside school in different parts of the world, such as collective improvement of teaching practice in Japanese Lesson Study (Fernandez & Yoshida, 2004) and Chinese Teaching Research Group, and collective writing of mathematics textbooks in France (Sésamath series). In this lecture, we try to show how teachers’ collective work ...
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Conférences

le (57m11s)

Evidencing the missing resources of the documentational approach to didactics, towards new programs of research

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 ...
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Conférences

le (1h15m29s)

Le tourisme et les institutions culturelles

L'irruption du tourisme culturel de masse, il y a une trentaine d'années, a pris au dépourvu musées, monuments et sites. C'est alors que les opérateurs professionnels du tourisme, détenteurs du choix des itinéraires et de l'organisation des visites de groupe, adaptant leurs programmes à des publics - cibles identifiés, ont pris une place dominante dans l'économie, l'image, la pratique et l'interprétation même du patrimoine. Tandis que musées et monuments n'incluaient pas les touristes étrangers dans leur mission éducative, considérant les groupes comme un mal nécessaire bien que convoité, - le marché du tourisme, en associant systématiquement voyage et visites contribuait ...
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