Canal-U

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 a theme for teacher education, Journal of Mathematics Teacher Education, 3, 205–224. Guin D., Ruthven K., & Trouche, L. (Eds.). (2005). The didactical challenge of symbolic calculators: turning a computational device into a mathematical instrument. New York: Springer.

Gueudet, G., Pepin, B., & Trouche, L. (Eds.). (2012). From text to ‘lived’ resources: Mathematics curriculum materials and teacher development. New York: Springer.

Gueudet, G., Pepin, B., & Trouche, L. (2013). Collective work with resources: an essential dimension for teacher documentation. ZDM, The International Journal on Mathematics Education, 45(7), 1003- 1016.

Gueudet, G., Trouche, L. (2009). Towards new documentation systems for mathematics teachers? Educational Studies in Mathematics, 71, 199-218.

Pédauque, R. T. (coll.) (2006). Le document à la lumière du numérique. Caen : C & F éditions.

Rabardel, P. (2002/1995). People and technology, a cognitive approach to contemporary instruments/Les hommes et les technologies: Approche cognitive des instruments contemporains. Paris: Armand Colin, Retreived at http://ergoserv.psy.univ-paris8.fr/Site/default.asp?Act_group=1

Remillard, J.T. (2005). Examining key concepts in research on teachers' use of mathematics curricula. Review of Educational Research, 75(2), 211-246.

L’étude du travail documentaire des professeurs : émergence d’une approche théorique

L’élaboration du cadre théorique de l’approche documentaire du didactique a débuté récemment, il y a une dizaine d’années. Dans cette conférence nous reviendrons sur cette émergence. Nous rappellerons le contexte initial qui a motivé le développement d’une théorie spécifique pour l’étude du travail documentaire des professeurs. Nous nous attacherons à mettre en évidence les évolutions des principales propositions conceptuelles et méthodologiques, ainsi que des questions étudiées dans les recherches se référant à cette approche. Ce regard sur les évolutions passées de l’approche documentaire nous permettra de mettre en évidence les perspectives ouvertes actuellement.

 Adler, J. (2000). Conceptualising resources as a theme for teacher education, Journal of Mathematics Teacher Education, 3, 205–224. Guin D., Ruthven K., & Trouche, L. (Eds.). (2005). The didactical challenge of symbolic calculators: turning a computational device into a mathematical instrument. New York: Springer.

Gueudet, G., Pepin, B., & Trouche, L. (Eds.). (2012). From text to ‘lived’ resources: Mathematics curriculum materials and teacher development. New York: Springer.

Gueudet, G., Pepin, B., & Trouche, L. (2013). Collective work with resources: an essential dimension for teacher documentation. ZDM, The International Journal on Mathematics Education, 45(7), 1003- 1016.

Gueudet, G., Trouche, L. (2009). Towards new documentation systems for mathematics teachers? Educational Studies in Mathematics71, 199-218.

Pédauque, R. T. (coll.) (2006). Le document à la lumière du numérique. Caen : C & F éditions.

Rabardel, P. (2002/1995). People and technology, a cognitive approach to contemporary instruments/Les hommes et les technologies: Approche cognitive des instruments contemporains. Paris: Armand Colin, Retreived at http://ergoserv.psy.univ-paris8.fr/Site/default.asp?Act_group=1

Remillard, J.T. (2005). Examining key concepts in research on teachers' use of mathematics curricula. Review of Educational Research, 75(2), 211-246.