The "Resource" approach to (mathematics) education
Résumé
In this talk I present a research programme and examples of recent research works from this programme, concerning curriculum resources, teachers’ interactions with these resources, and the consequences of these interactions in terms of teachers’ professional development.
In the context of an abundance of resources available for teachers (digital resources in particular), we introduced a theoretical and methodological approach for analysing the resources, their design, their use by teachers, and the consequences of this use for teachers professional development (Trouche, Gueudet & Pepin, 2019). We – and other colleagues - have studied with this approach (called the Documentational Approach to Didactics, DAD) teachers’ individual but also collective work. We have considered teachers from preschool to university, and also teacher educators. Initially all the teachers considered in these studies were mathematics teachers, or primary school teachers teaching mathematics; now the approach is also used in science education or language education.
In this seminar I will introduce the general perspective chosen and briefly present the theoretical and methodological tools. Then I will expose examples of projects and results concerning teachers (teaching in various levels) and teacher educators; individual and collective work; mathematics and science education.
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