Analyser des vidéos sur les pratiques des        enseignants du second degré en mathématiques : des utilisations        contrastées en recherche en didactique et en formation de formateurs –        quelle transposition ?

Robert, Aline; Vivier, Laurent

doi:10.4000/educationdidactique.1749

Cited by 27 publications

(13 citation statements)

References 7 publications

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“…(Kusniak, 2004, p. 29) Dessa forma, cunhamos o termo devolução profissional (ver Figura 1), na medida em que, o professor de Matemática aceita a responsabilidade de resolução de tarefas prescritas e de problemas, frequentemente não triviais ou rotineiros, oriundos do ofício, que nem sempre se mostram circunstanciados no interior da sala de aula, por exemplo, a tarefa ou responsabilidade de conduzir e relatar os processos de aprendizagem evolutivos dos estudantes aos pais ou parentes próximos. Por vezes, o mesmo se depara com classes ou turmas de estudantes menos evoluidas, o que exigirá maior esforço, dedicação e desenvolvimento de estratégias não previstas por uma formação inicial do professor de Matemática (Robert, 1999;Robert & Vinatier 2013).…”

Section: Fonte: Elaboração Dos Autoresunclassified

Portugues Colaboração profissional: um ponto de vista derivado da Didática Profissional, a atividade e o professor de Matemática

Alves¹

2022

RIPADOC

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A noção de colaboração (profissional) se consubstancia como um elemento significativo e que envolve a formação de professores, concorrendo para a incorporação de saberes/conhecimentos profissionais, oriundos de práticas interativas originadas em determinados ambientes de formação do professor de Matemática. Nesse sentido, a vertente francesa da Didática Profissional, por intermédio de seus pressupostos, permite uma interpretação da noção de colaboração, com origem de interesse pela aprendizagem do adulto no trabalho e dele decorrente. Ademais, a partir da influência por parte da vertente francesa da Didática da Matemática, o trabalho apresenta um ponto de vista teórico, derivado e aplicado à atividade do professor, que proporciona objetivamos determinadas noções que concorrem para uma compreensão dos elementos constituintes da noção de colaboração profissional, dentre os quais, assinalamos a noção de competência profissional. Por fim, a presente investigação teórica visa contribuir para a pesquisa em Educação Matemática no Brasil, em torno da aprendizagem do professor. Palabras clave: Didática Profissional; Didática da Matemática; Colaboração profissional; Obstáculos na formação profissional; Aprendizagem.

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Section: Fonte: Elaboração Dos Autoresunclassified

Portugues Colaboração profissional: um ponto de vista derivado da Didática Profissional, a atividade e o professor de Matemática

Alves¹

2022

RIPADOC

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“…This suggests that this component needs to be a focus in teacher education. Robert and Vivier (2013) advocate the use of micro-observation, classroom observation and video as tools for engaging teachers with this key aspect of their practice. Incorporating microteaching could also help beginner teachers to practice using language to support and create opportunities for dialogic learning.…”

Section: Implications For Teacher Educationmentioning

confidence: 99%

Pedagogical continuity: myth or reality?

Coulange

Stunell

Train2

2021

JRIT

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PurposeIn March 2020, with only two working days’notice the French national education system went online due to the coronavirus pandemic. This study explores the relationship between the move to distance learning, the teaching practices employed and the socio-economic context of the learners in French schools during this period. We ask how far the changes in teaching practices during the coronavirus crisis were influenced by the social context of teaching. And to what extent this context influenced the focus of the pedagogical continuity those teachers set up.Design/methodology/approachA review of the literature situates the study within the field of mathematics teaching practices. The study was carried out through a multidimensional analysis using multiple correspondences of the responses of 368 French secondary school mathematics teachers to an online questionnaire.FindingsWe found that the unprepared move to distance learning impeded the employment of dialogic practices. The socio-economic situation of the teaching was identified as a determining factor in the teachers' different interpretations of the term pedagogical continuity. Whilst those working in more deprived areas tended towards practices which focused on maintaining pupils' links with school, consolidation of knowledge and providing social/affective support, those teaching a more privileged public favoured tools and practices which allowed them to focus on the disciplinary content of their teaching.Practical implicationsThe challenge of maintaining dialogic activities – teacher education to combat inequalities.Originality/valueA quantitative study of mathematics teachers providing pedagogical continuity through distance learning for the duration of the crisis.

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“…Ainsi, les pistes d'améliorations, du point de vue des recherches en didactique, concernent tout d'abord la poursuite de la réflexion sur les scénarios, à la fois sur chaque notion mathématique, mais aussi plus transversalement pour mettre au jour les connaissances à même d'outiller l'action des enseignants pour diminuer les effets différenciateurs de certains implicites ; ensuite, la poursuite de l'exploration des modalités de déroulements mises en oeuvre par les enseignants, de leur appréciation en termes d'effets sur les apprentissages potentiels des élèves 60 ; enfin, la question de la formation des enseignants constitue un vaste chantier, dont Charles-Pézard, Butlen et Masselot ont montré le coût et la complexité en ce qui concerne les pratiques des enseignants du premier degré en début de carrière, mais dont Robert et Vivier (2013) dessinent des orientations prometteuses, pointant notamment la nécessité d'envisager des formations sur du long terme, articulées autour d'allers-retours entre terrain et formation, appuyées sur un usage de la vidéo et tenant compte des pratiques ordinaires et des pratiques des enseignants formés, dans une logique de formation « à l'envers 61 ».…”

Section: Retour Sur L'hypothèse De Différenciation Activeunclassified

Contribution of a point of view from didactics of mathematics to research about learning inequalities

Chesnais¹

2020

educationdidactique

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Contribution of a point of view from didactics of mathematics to research about learning inequalitiesThis paper presents a synthesis of several studies conducted about the construction of learning inequalities in mathematics classrooms at the beginning of secondary school in France. These studies were conducted within a framework inspired by Activity Theory, applied to the process of mathematics teaching and learning in school. This synthesis highlights on one hand the role played by students themselves and their characteristics in the differentiation and, on the other hand, the role of the transparency for teachers of some aspects of what happens in classrooms in the construction of learning inequalities. These results allow (re-)discussing the relevance of the categories of active differentiation and passive differentiation identified in research in sociology of education about learning inequalities. It also shows that studying the process that leads to learning inequalities within the classrooms necessitates a conception of teaching practices that encompasses not only the complexity of the constraints but also the issues related to knowledge (i.e. issues with a didactical nature), especially when it comes to consider alternatives and conditions for their implementation.

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Analyser des vidéos sur les pratiques des enseignants du second degré en mathématiques : des utilisations contrastées en recherche en didactique et en formation de formateurs – quelle transposition ?

Cited by 27 publications

References 7 publications

Portugues Colaboração profissional: um ponto de vista derivado da Didática Profissional, a atividade e o professor de Matemática

Portugues Colaboração profissional: um ponto de vista derivado da Didática Profissional, a atividade e o professor de Matemática

Pedagogical continuity: myth or reality?

Contribution of a point of view from didactics of mathematics to research about learning inequalities

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