Le système complexe et cohérent des pratiques des enseignants de mathématiques: Une double approche

Robert, Aline; Rogalski, Janine

doi:10.1080/14926150209556538

Cited by 126 publications

(66 citation statements)

References 9 publications

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“…For general analysis (macro), we used mainly the following three dimensions: a) The structure of lessons (Borko, Stecher, Alonz, Moncure, & McClam, 2005) or what other researchers call episodes (Robert & Rogalski, 2002) or didactic phases : a description of the sequence of the key moments in order to shed light on the logic of the course. The identification of these moments is based, on one hand, on the pre-recording interviews: during these interviews, the teacher is asked to describe the key moments of the course and their sequence (Table 1).…”

Section: Discussionmentioning

confidence: 99%

“…For example, one of the three dimensions considered in the research of Robert & Rogalski (2002) has to do with student activities in the classroom: the tasks they are given related to the acquisition of content; the forms of student work (individual, large group, teams); and the nature of interactions with the teacher. Campbell & Erdogan (2005) have analyzed student actions in the science classroom; Chin (2006Chin ( , 2007 and Erdogan & Campbell (2008) have studied interactions in science class between the students and the teacher, with a focus on questions and feedback; Tiberghien & Malkoon (2007) and Tiberghien, Malkoun, Buty, Souassy, & Mortimer (2007) have specifically devoted their research to analyzing the knowledge addressed in physics class on different time scales, as well as the relationship between teaching practices and what students learn, by using the notion of facets of knowledge (Minstrell, 1992;Ohlsson, 1996).…”

Section: Teaching Practicesmentioning

confidence: 99%

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The Teaching and Learning of Diffusion and Osmosis: What Can We Learn from Analysis of Classroom Practices? A Case Study

Hasni

Roy

Dumais

2016

EURASIA J MATH SCI T

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The objective of this study is to describe the way in which two important biological phenomena, namely diffusion and osmosis, are addressed in the classroom. The study builds on extensive research conducted over the past twenty years showing that students' appropriation of these two phenomena remains partial and incomplete. To understand some of the difficulties these students face in understanding such concepts, we have geared our research toward analysis of classroom practices based on a theoretical framework involving general and specific dimensions of teaching science. Using a case study (a course made up of eight periods), we collected data in three stages: interviews with the teacher regarding his planning; a video recording of the entire course; and feedback interviews with the teacher subsequent to the course. The study's results show that the difficulties encountered by the students cannot be attributed solely to their personal characteristics (state of development of the scientific mindset, prior learning, etc.). Instead, they appear to be largely associated with teaching practices and the potential these practices hold in terms of allowing students to appropriate these concepts. The results presented in this article are significant in their contribution to improving teaching methods for diffusion and osmosis, and thus to facilitating their understanding by students. The paper also presents an example of a conceptual and methodological framework for the study of classroom practices with a view to addressing the gap between educational research and classroom practice.

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Section: Discussionmentioning

confidence: 99%

Section: Teaching Practicesmentioning

confidence: 99%

The Teaching and Learning of Diffusion and Osmosis: What Can We Learn from Analysis of Classroom Practices? A Case Study

Hasni

Roy

Dumais

2016

EURASIA J MATH SCI T

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“…La double approche didactique et ergonomique (Robert et Rogalski, 2002, 2005 est un cadre qui permet d'analyser les pratiques enseignantes en tenant compte du fait que ces pratiques visent non seulement l'apprentissage des élèves, mais aussi une réponse à des volontés ou à des contraintes personnelles ou professionnelles des enseignants. Les aides que l'enseignant propose en classe font partie de sa pratique professionnelle.…”

Section: La Double Approche Didactique Et Ergonomique Des Pratiques Eunclassified

Aider les élèves à apprendre à comparer des nombres décimaux

Roditi

2013

ncre

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En s’appuyant sur de nombreux travaux antérieurs menés sur la comparaison des nombres et sur les nombres décimaux, une nouvelle recherche portant sur 402 élèves de 10 à 25 ans ainsi que sur des adultes a permis de mieux comprendre les traitements mis en œuvre dans l’activité de comparaison des décimaux et de repérer des facteurs liés aux difficultés d’apprentissage. Une expérimentation a été menée par une enseignante avec les élèves les plus en difficulté. Elle a montré qu’une aide conduisant les élèves à mettre en relation plusieurs traitements des nombres dans différentes situations et à confronter les raisonnements corrects ou erronés qui justifient ces traitements s’avère une intervention efficace pour qu’ils surmontent leurs difficultés.Based on many previous studies on comparison of numbers and decimal numbers, a new study on 402 students aged 10 to 25 and on some adults allowed for better understanding of the processing approaches implemented in the decimal-number comparison activity and for the identification of the factors associated with learning difficulties. An experiment was conducted by one teacher with the students experiencing the greatest difficulty. It showed that assistance that led students to relate several numbers-processing approaches to each other in various situations and to take cognizance of the correct or incorrect reasoning underlying these processing approaches was an effective way of helping students overcome their difficulties

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“…Mais ces mêmes travaux montrent également une certaine stabilité de ces pratiques en ce qui concerne l'organisation temporelle, les conditions de passation des consignes et les interactions maître-élèves. De nombreux travaux récents cherchent désormais à caractériser les pratiques enseignantes non plus à partir de pratiques isolées, mais plutôt à partir de configurations relati vement stables (Butlen, Masselot & Pézard, 2003 ;Clanet, 2005Clanet, , 2007 ; Pariès, Robert & Rogalski, 2008 ;Robert & Rogalski, 2002).…”

Section: Contenu Des Actions Verbalesunclassified

Teaching practices on low achievers in classes getting contrasting results

Piquée¹

2010

rfp

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Recherches en éducation | 2010 VariaPratiques enseignantes envers les élèves en difficulté dans des classes à efficacité contrastée Ce document est un fac-similé de l'édition imprimée. © tous droits réservésRevue française de pédagogie | 170 | janvier-février-mars 2010 43-60Pratiques enseignantes envers les élèves en difficulté dans des classes à efficacité contrastée Céline Piquée Dans l'analyse des inégalités scolaires, de nombreux travaux dénoncent les effets pervers de l'aide aux élèves en difficulté : processus de stigmatisation, contenus appauvris, occasions d'apprentissage moins nombreuses, etc. Pour autant, dans certaines classes, les élèves en difficulté y progressent nettement plus que dans d'autres. Pour comprendre ce qui différencie ces classes, nous nous sommes penchée sur les pratiques enseignantes

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Le système complexe et cohérent des pratiques des enseignants de mathématiques: Une double approche

Cited by 126 publications

References 9 publications

The Teaching and Learning of Diffusion and Osmosis: What Can We Learn from Analysis of Classroom Practices? A Case Study

The Teaching and Learning of Diffusion and Osmosis: What Can We Learn from Analysis of Classroom Practices? A Case Study

Aider les élèves à apprendre à comparer des nombres décimaux

Teaching practices on low achievers in classes getting contrasting results

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