Study of a teacher professional development process in the context of a collaborative work to design a resource for teaching problem solving
Résumé
This research deals with a collaborative work carried out with lower secondary teachers in Geneva aiming at developing a resource for teaching problem solving in mathematics. The structure of this resource is based on a characterisation of the problems proposed to the students according to the types of reasoning and approaches involved. The focus is on the interactions between the different actors during the meetings with the purpose of documenting how these interactions can be a means to develop and attest to teachers’ professional development, considered in a professionalization approach. The theoretical framework of mathematical knowledge for teaching (Ball et al., 2008) and mathematical problem-solving knowledge for teaching (Chapman, 2015) are used to analyse the data. A conclusion is that teachers’ professional development process can be promoted in the context of a collaborative work to design a resource for teaching problem solving.
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