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Communication Dans Un Congrès Année : 2015

FaSMEd cases from France

Résumé

The core of the FaSMEd project is case studies all around the implementation of a toolkit in classrooms and cross comparisons among the different partners. For us, case studies involve different schools at different levels: from upper primary to lower secondary school. In primary classes (grade 4-5) the focus is on mathematics. In lower secondary school (grade 6-9) and at the first year of upper secondary school (grade 10) both mathematics and science are involved in a coordinated way. The work in mathematics and in science is organized around a common theme, namely magnitudes and measure. Teachers are encouraged to share methodologies and, if possible, activities that could be approached from both perspectives. In all classrooms, teachers have already used technology, particularly tablets or student response systems. These tools allow teachers to get real-time feedback from students. We are analysing the way teachers use such data to inform and modify their teaching. With a specific interest in low achievers, we wonder how students can exploit feedback given by the technology and the teacher to improve their understanding. We are also concerned by the teachers' awareness of students' understanding and learning developments. From a global point of view, our research focuses on teachers' professional development. We refer to the Meta-Didactical Transposition model ( Aldon et al. 2013, Arzarello et al. 2014) to study the internalisation of using technology for formative assessment as a component of a new praxeology. Researchers and teachers build formative assessment meaning and share its principles within the praxeology development process. From a local point of view, we refer to the Theory of Didactical Situations (Brousseau, 1998) to analyse the particular didactical situation occurring when students interact with a technology-dependent milieu, constructed and managed by the teacher. Through the integration of these two theoretical lenses, we are developing a methodology of observation to get significant data, whose analysis might contribute to answer FaSMEd research questions. Aldon, G., Arzarello, F., Cusi, A., Garuti, R., Martignone, F., Robutti, O., ... & Soury-Lavergne, S. (2013). THE META-DIDACTICAL TRANSPOSITION: A MODEL FOR ANALYSING TEACHERS EDUCATION PROGRAMS. InProceedings of the 37th conference of the international group for the psychology of mathematics education. (Vol. 1, pp. 97-124). Arzarello, F., Robutti, O., Sabena, C., Cusi, A., Garuti, R., Malara, N., & Martignone, F. (2014). Meta-Didactical Transposition: A Theoretical Model for Teacher Education Programmes. In The Mathematics Teacher in the Digital Era(pp. 347-372). Springer Netherlands. Brousseau, G., & Balacheff, N. (1998). Théorie des situations didactiques (Didactique des mathématiques 1970-1990). La pensée sauvage.
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Dates et versions

hal-01413383 , version 1 (09-12-2016)

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  • HAL Id : hal-01413383 , version 1

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Gilles Aldon, Monica Panero. FaSMEd cases from France: Symposium Formative Assessment In Science And Mathematics Education (FaSMEd).. Education and Transition - Contributions from Educational Research, Sep 2015, Budapest, Hungary. ⟨hal-01413383⟩
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