Évolution des conceptions de futurs enseignants du primaire sur la modélisation mathématique
This article related to a doctoral research project deals with the conceptual processes of mathematical modelling of elementary school preservice teachers in a Mexican educative institute. Based on the Theory of the Conceptual Fields, we analyze and explain the initial conceptions of the preservice...
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| Publicat a: | URI:https://journals.openedition.org/adsc, |
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| Autors principals: | , , |
| Format: | Article ou chapitre numérique |
| Idioma: | Français |
| Publicat: |
Annales de Didactique et de Sciences Cognitives
2023
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| Matèries: | |
| Accés en línia: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Sumari: | This article related to a doctoral research project deals with the conceptual processes of mathematical modelling of elementary school preservice teachers in a Mexican educative institute. Based on the Theory of the Conceptual Fields, we analyze and explain the initial conceptions of the preservice teachers regarding to mathematical modelling. Through a methodology that combines the lesson study and the notion of hypothetical learning trajectories for organizing the lesson, we realize the evolution of conceptions in both different planning and implementing cycles. The study put forward an innovative theoretical-methodological approach as regards a collaborative inquiry between the researcher and the preservice teachers. |
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