Documentational Approach to Didactics

Trouche, Luc; Gueudet, Ghislaine; Pepin, Birgit

doi:10.1007/978-3-319-77487-9_100011-1

Cited by 47 publications

(36 citation statements)

References 27 publications

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“…The DAD methodology is based on the five principles of reflective investigation (Trouche et al 2018a): (1) a broad collection of the material resources used and produced by the teacher; (2) a long-term follow-up; (3) an in-and out-of-class follow-up; (4) a reflective follow-up of the teacher's documentation work; and (5) a permanent confrontation of the teacher's views on her documentation work with the materiality of this work. All these principles stem from the DAD holistic view on a teacher's work, taking into account her interactions with all the resources nourishing her teaching.…”

Section: The Reflective Investigation Methodologymentioning

confidence: 99%

Transition to digital resources as a critical process in teachers’ trajectories: the case of Anna’s documentation work

Trouche

Rocha

Gueudet

et al. 2020

ZDM Mathematics Education

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In this paper we aim to contribute to a better understanding of the impact of digital resources on mathematics teachers' work and professional development. For this purpose we focus on the emblematic case of an experienced mathematics teacher at secondary level, Anna, who has also worked as a teacher educator in a university department. Using the lens of the Documentational Approach to Didactics (DAD), we investigate her case, with a particular interest in digital resources, including both digital curriculum resources (e.g., e-textbooks, online resources) and digital technologies (e.g., for communicating, sharing). Two notions appear essential for supporting this investigation: the notion of resource system for studying the teacher's activity as a whole, and the notion of documentational trajectory for studying the teacher's activity over the time. Methodologically, specific tools were developed for gaining deeper insights into the teacher's resource system, or her documentational trajectory. This study provides a window into mathematics teacher use and design of digital/non-digital resources in/for their teaching. Moreover, it helps us to develop better understandings of teacher professional learning over time, and of the ways the context of collaboration shapes their professional work and learning. More and also contrasting cases (e.g., of newly qualified teachers) would need to be studied to fully understand this field.

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Section: The Reflective Investigation Methodologymentioning

confidence: 99%

Transition to digital resources as a critical process in teachers’ trajectories: the case of Anna’s documentation work

Trouche

Rocha

Gueudet

et al. 2020

ZDM Mathematics Education

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“…One method to examine the teachers' resources system is to analyze their schematic representation of the resource system . The schematic representation of the resource system (SRRS) is presented by Trouche, Gueudet and Pepin (2018) as a useful tool. The SRRS is a diagram that teachers are expected to draw; to analyze their resources with their formatting and interpretations; the resources they use more, what resources they use less, how much importance they attach to different resources, their steps of lesson preparation and their documental genesis processes.…”

Section: Critical Thinking Dispositions and Schematic Representation Of Resource Systemmentioning

confidence: 99%

“…The documentational approach provides the tools to form the basis of the research to understand how a teacher structures, edits, modifies and adapts his/her lesson. The DAD proposes a paradigm shift by analyzing teachers' work from the perspective of "resources" for teaching (Trouche, Gueudet, & Pepin, 2018…”

Section: Introductionmentioning

confidence: 99%

Analysis of Critical Thinking Dispositions Regarding Teachers’ Schematic Representation of Resource Systems

Tapan-Broutin¹,

İlkörücü²

2021

JEL

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Studies in recent years have focused heavily on teacher practice and analyzing textbooks and their contents. The schematic representation of the resource system can be used to analyze the composition of teachers’ creation of the document. It is also thought to be an effective process for revealing their critical thinking dispositions. This study aims to determine whether teacher candidates reflect critical thinking dispositions to their schematic representation of the resource systems. The case study design, one of the qualitative research methods, was used in this study. The research was conducted with 26 third-year students from the mathematics department in the faculty of education. In this study, it has been revealed that teacher candidates reflect the resources and critical thinking dispositions they preferred in their schematic representations of resource systems. The five themes “truth-seeking”, “open-minded”, “analytic”, “systematic” and “self-confidence” were found in the schematic presentation of mathematics teacher candidates’ critical thinking dispositions. Also, it was noted that mathematics teacher candidates were more oriented towards digital resources, especially internet resources. As a result, this study showed the resources that affect the professional development of teacher candidates and the relationships between these resources and their critical thinking orientations by the schematic representation of the resource system.

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“…El lector interesado podrá encontrar ejemplos de estudios de génesis documentales, de procesos de instrumentación e instrumentalización en las entradas de la Encyclopedia of Mathematics Education recientemente publicada (Trouche, 2018b, Trouche, 2018c, Trouche, Gueudet & Pepin, 2018. En la siguiente sección, nos concentraremos en las diferentes formas que puede tomar el trabajo docente con recursos, desde una perspectiva de capacitación.…”

Section: Sistemas De Recursos Sistemas Documentales Y Sistemas De Acunclassified

Comprender el trabajo de los docentes a través de su interacción con los recursos de su enseñanza – una historia de trayectorias

Trouche¹

2018

EduMate

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Comprender el trabajo de los docentes a través de su interacción con los recursos de su enseñanza-una historia de trayectorias Understanding the work of teachers through their interaction with their teaching resources-a history of trajectories Luc Trouche 1 Resumen: En este artículo se muestra, a partir de un testimonio personal, cómo se entrelazan las historias tecnológicas, conceptuales, profesionales y humanas e ilustrar esta interrelación desde la trayectoria de un recurso. En la primera sección se presenta dicho testimonio. En la segunda se expone el marco conceptual en el que se sitúa actualmente nuestra investigación. En la tercera se introduce el problema matemático que sustenta nuestra reflexión. La cuarta sección se dedica a la aplicación de este problema en un contexto de formación de docentes en Francia, en 2002. La quinta se destina al análisis del mismo problema en el contexto de un seminario de investigación en México en 2017. En la sexta sección se destacan las tensiones relativas a la formación docente, entre "darles herramientas para apoyar su trabajo en el aula" y "darles tiempo para que, juntos, puedan expresar su creatividad". Este artículo retoma, en especial, los términos de un seminario que se llevó a cabo en el Instituto Freudenthal de Utrecht, por invitación de Paul Drijvers (Trouche 2018A).

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Documentational Approach to Didactics

Cited by 47 publications

References 27 publications

Transition to digital resources as a critical process in teachers’ trajectories: the case of Anna’s documentation work

Transition to digital resources as a critical process in teachers’ trajectories: the case of Anna’s documentation work

Analysis of Critical Thinking Dispositions Regarding Teachers’ Schematic Representation of Resource Systems

Comprender el trabajo de los docentes a través de su interacción con los recursos de su enseñanza – una historia de trayectorias

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