Studying Teacher Collaboration with the Documentational Approach: From Shared Resources to Common Schemes? - Archive ouverte HAL Accéder directement au contenu
Communication Dans Un Congrès Année : 2020

Studying Teacher Collaboration with the Documentational Approach: From Shared Resources to Common Schemes?

Birgit Pepin
  • Fonction : Auteur
  • PersonId : 984138

Résumé

In this theoretical contribution we discuss in which ways the Documentational Approach to Didactics, more particularly ‘schemes’, contribute to our understandings of mathematics teacher collaboration when they interact with (digital) curriculum resources, and of the outcomes of such interactions. We analyze three studies of mathematics teacher collaboration and interaction with resources through the lens of ‘scheme/s’. We contend that whilst theoretically we anticipated the existence of collective schemes, from our three studies we could not detect any regularity in the mobility of the same operational invariants. However, we can claim that the move from teachers’ individual to agreed shared schemes had, in turn, influenced and modified their individual schemes, and hence enhanced their professional learning.
Fichier principal
Vignette du fichier
Pepin-Gueudet ICMI25.pdf (407.99 Ko) Télécharger le fichier
Origine : Fichiers éditeurs autorisés sur une archive ouverte

Dates et versions

hal-03221370 , version 1 (10-05-2021)

Identifiants

  • HAL Id : hal-03221370 , version 1

Citer

Birgit Pepin, Ghislaine Gueudet. Studying Teacher Collaboration with the Documentational Approach: From Shared Resources to Common Schemes?. ICMI Study 25 - Teachers of Mathematics Working and Learnin in Collaborative Groups, ICME, Feb 2020, Lisboa, Portugal. pp.158-165. ⟨hal-03221370⟩
140 Consultations
99 Téléchargements

Partager

Gmail Facebook X LinkedIn More