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Mathematics teacher education advanced methods: an example in dynamic geometry

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Abstract

We present a research work about an innovative national teacher training program in France: the Pairform@nce program, designed to sustain ICT integration. We study here training for secondary school teachers, whose objective is to foster the development of an inquiry-based approach in the teaching of mathematics, using investigative potentialities of dynamic geometry environments. We adopt the theoretical background of the documentational approach to didactics. We focus on the interactions between teachers and resources: teachers’ professional knowledge influences these interactions, which at the same time yield knowledge evolutions, a twofold process that we conceptualise as a documentational genesis. We followed in particular the work of a team of trainees; drawing on the data collected, we analyse their professional development, related with the training. We observe intertwined evolutions and stabilities, consistent with ongoing geneses.

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Notes

  1. We use in this article the word “technology” to point out both hardware and software likely to be integrated in mathematics teaching. We also use the acronym ICT (Information and Communication Technology) with the same meaning.

  2. SFoDEM: Suivi de Formation à Distance pour les Enseignants de Mathématiques (“Continuous Distance Support for Mathematics Teachers Training”).

  3. For example, it is possible to have access from any connected computer to free DGE online, to websites offering examples of use, mathematical problems, suggestions of solutions, etc. The hardware seems transparent; software and situations of use appear as merged.

  4. We have chosen the word ‘document’ to match the vocabulary of the document engineering (Pédauque 2006), a document including usages (effective or intended).

  5. The duration of the follow-up depends on the precise research question. For a given academic year, we follow the teacher during at least 3 weeks, to capture different aspects of her mathematical work, corresponding to different objectives (introduction of a new notion, assessment, etc.).

  6. Several institutions were involved in the research, which was coordinated by the INRP (French National Institute for Pedagogical Research).

  7. For results about designers and trainers, see Gueudet et al. (2009).

  8. The initial designers of the path are: B. Clerc, J. Haraki, N. Moreau & J.-M. Ravier; the “designers-in-use” are F. Loric, H. Hili & G. Gueudet.

  9. http://www.geogebra.org/cms/.

  10. http://tracenpoche.sesamath.net/.

  11. GeoGebra quickstart guide, http://www.geogebra.org/source/translation/quickstart/.

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Authors and Affiliations

  1. CREAD, IUFM Bretagne UBO, 153 rue Saint-Malo, 35043, Rennes Cedex, France

    Ghislaine Gueudet

  2. EducTice-ENSL, 19 allée de Fontenay, BP 17424, 69347, Lyon, France

    Luc Trouche

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  1. Ghislaine Gueudet
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  2. Luc Trouche
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Correspondence to Ghislaine Gueudet.

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Gueudet, G., Trouche, L. Mathematics teacher education advanced methods: an example in dynamic geometry. ZDM Mathematics Education 43, 399–411 (2011). https://doi.org/10.1007/s11858-011-0313-x

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