Approche par problème et formation d’enseignants de mathématiques : comment se diffusent, en formation, les résultats de la recherche ?
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 spe...
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| Pubblicato in: | URI:https://journals.openedition.org/adsc, |
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| Autore principale: | |
| Natura: | Article ou chapitre numérique |
| Lingua: | Français |
| Pubblicazione: |
Annales de Didactique et de Sciences Cognitives
2023
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| Accesso online: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Riassunto: | 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 thinking. In addition, the materials used in training are come directly from the classes of the teachers participating in the program. 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. |
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