Teacher professional development, meta-didactic transposition, algebra,brokering, frontier object
Abstract :
[fr] Based on the framework of meta-didactic transposition analysis (Arzarello et al., 2014) and specifically the concepts of brokering and boundary object, this paper studies how knowledge to teach algebra is exchanged during a training program involving nine mathematics teachers and two researchers specialised in algebra teaching and learning. Organized in three half-day sessions, this program is based on a problem pointed out in the research literature as particularly rich to develop algebraic thninking. In addition, the materials used in training are come directly from the classes of the teachers participating in the programme. In this sense, the program values knowledge that makes sense in both research and teaching practice. The analysis of interactions between researchers and teachers highlights three types of collaborative activities between the two groups and thus questions the potential of such a mechanism to foster integration of research results by teachers.
Disciplines :
Education & instruction
Author, co-author :
Demonty, Isabelle ; Université de Liège - ULiège > Département des Sciences de l'éducation > Analyse des systèmes et pratiques d'enseignement
Language :
French
Title :
Approche par problème et formation d'enseignants de mathématiques : comment se diffusent, en formation, les résultats de la recherche?
Publication date :
2022
Journal title :
Annales de Didactique et des Sciences Cognitives
ISSN :
0987-7576
Publisher :
IREM Paris 7, Paris, France
Special issue title :
Les pratiques de formation à l'enseignement des mathématiques. Une approche par la recherche en didactique
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