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Aline Robert

Bio: Aline Robert is an academic researcher from Institut Universitaire de Formation des Maîtres. The author has contributed to research in topics: Professional development & Lever. The author has an hindex of 9, co-authored 22 publications receiving 425 citations.

Papers
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Journal ArticleDOI
TL;DR: In this paper, the authors present a methodologie for analysing the pratiques des enseignants et enseignantes de mathematiques a partir de deroulements de seances en classe.
Abstract: Resume Cet article presente des objectifs et une methodologie pour analyser les pratiques des enseignants et des enseignantes de mathematiques a partir de deroulements de seances en classe. Les transcriptions recueillies sont etudiees de deux points de vue complementaires: les premieres analyses sont liees aux apprentissages potentiels des eleves, reconstitues a partir des activites des eleves et de l'itineraire mathematique que l'enseignant ou l'enseignante a propose en classe, les autres analyses s'appuient sur le point de vue de l'enseignant ou de l'enseignante exercant son metier dans une institution, parmi des collegues, et en faisant jouer sa personnalite. Le travail de synthese mene a partir de ces analyses, conformement a notre hypothese de complexite et de coherence des pratiques, doit permettre de degager a la fois des contraintes communes a tous les enseignants et enseignantes d'un meme niveau et des marges de manœuvre au niveau de la classe, investies de maniere differente par chacun. On propo...

172 citations

Journal ArticleDOI
TL;DR: In this paper, the authors discuss the current approach to the teaching of linear algebra in the first year at a French science university and the main difficulties that students have with this material.
Abstract: The paper discusses the current approach to the teaching of linear algebra in the first year at a French science university and the main difficulties that students have with this material. A brief account is given of the first steps towards the design of a teaching experiment. From a joint didactical and historical survey a first hypothesis is drawn: epistemological specificity, the use of ‘meta-lever’, the use of changes of settings and points of view, and the importance of the concept of rank. The main aspects and objectives of the teaching design with which we experimented over a whole teaching semester for five years with around 200 students are presented. Finally, the type of evaluations that were set up and the difficulties encountered are explained. The conclusion deals with issues on the teaching and learning of linear algebra as well as issues on methodological and theoretical points in relation to the original didactical framework.

49 citations

Book ChapterDOI
01 Jan 2001
TL;DR: There have been two very different traditions of research on calculus/introductory analysis as mentioned in this paper : theory-driven and practice-driven, and there appears to be a move toward convergence of the two types.
Abstract: As noted in the introduction, there have been two very different traditions of research on calculus/introductory analysis. These traditions might almost be called ‘theory-driven,’ as reflected in section 2; and ‘practice-driven’ as described in section 3. Interestingly, there appears to be a move toward convergence of the two types. On the one hand, the theoretical work described in section 2 has given rise to some studies of ‘didactic engineering.’ On the other hand, now that various efforts at reform have been developed and stabilized, as described in section 3, such courses provide excellent sites for basic research. Ultimately, the field will make progress on effective teaching and learning only if it deals meaningfully with theoretical and pragmatic issues simultaneously. This paper reflects movement in that direction. All the articles cited — some of which focus on theoretical considerations, some on reform, and some on both theory and reform — are part of the foundations on which we build.

35 citations


Cited by
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Journal ArticleDOI
TL;DR: In this paper, the authors present a methodologie for analysing the pratiques des enseignants et enseignantes de mathematiques a partir de deroulements de seances en classe.
Abstract: Resume Cet article presente des objectifs et une methodologie pour analyser les pratiques des enseignants et des enseignantes de mathematiques a partir de deroulements de seances en classe. Les transcriptions recueillies sont etudiees de deux points de vue complementaires: les premieres analyses sont liees aux apprentissages potentiels des eleves, reconstitues a partir des activites des eleves et de l'itineraire mathematique que l'enseignant ou l'enseignante a propose en classe, les autres analyses s'appuient sur le point de vue de l'enseignant ou de l'enseignante exercant son metier dans une institution, parmi des collegues, et en faisant jouer sa personnalite. Le travail de synthese mene a partir de ces analyses, conformement a notre hypothese de complexite et de coherence des pratiques, doit permettre de degager a la fois des contraintes communes a tous les enseignants et enseignantes d'un meme niveau et des marges de manœuvre au niveau de la classe, investies de maniere differente par chacun. On propo...

172 citations

BookDOI
01 Jan 2003
TL;DR: In this article, Paine, Yanping Fang, S. Paine and S.A. Wilson discuss the importance of co-operation, counseling, and reflective practice in teacher induction in Switzerland.
Abstract: Preface. 1. Introduction. 2. Entering a Culture of Teaching: Teacher Induction in Shanghai L. Paine, Yanping Fang, S. Wilson. 3. Co-operation, Counseling and Reflective Practice: Swiss Induction Programs S. Raizen, M.A. Huntley, E. Britton. 4. Help in Every Direction: Supporting Beginning Science Teachers in New Zealand E. Britton, S. Raizen, M.A. Huntley. 5. Being and Becoming a Mathematics Teacher: Ambiguisties in Teacher 'Formation' in France D. Pimm, D. Chazan, L. Paine. 6. Guiding the New Teacher: Induction of First-Year Teachers in Japan M. Padilla, J. Riley. 7. Making Sense of Induction: Looking Across International Cases. Appendices: A: Notes on Data Collection. B: Swiss Induction Practices by Canton. C: The French Memoire professionel. Notes by Chapter. Glossary of Terms. References. Book Contributors and Project Advisors. Index.

160 citations

Journal ArticleDOI
04 Oct 2013-Zdm
TL;DR: This synthesis is designed to provide insight into the most important issues involved in a large-scale implementation of inquiry-based learning by reflecting on the various implementation strategies and raising awareness of the different ways of using and combining them.
Abstract: This synthesis is designed to provide insight into the most important issues involved in a large-scale implementation of inquiry-based learning (IBL). We will first turn to IBL itself by reflecting on (1) the definition of IBL and (2) examining the current state of the art of its implementation. Afterwards, we will move on to the implementation of IBL and look at its dissemination through resources, professional development, and the involvement of the context. Based on these theoretical reflections, we will develop a conceptual framework for the analysis of dissemination activities before briefly analyzing four exemplary projects. The aim of our analysis is to reflect on the various implementation strategies and raise awareness of the different ways of using and combining them. This synthesis will end with considerations about the framework and conclusions regarding needed future actions.

154 citations

Book ChapterDOI
01 Jan 2001
TL;DR: This chapter does not claim the title of an exhaustive review of research on the teaching and learning of linear algebra at the undergraduate level, but rather analyzes the sources of students' difficulties and their nature, as well as conducting research based and controlled teaching experiments.
Abstract: It is commonly claimed in the discussions about the teaching and learning of linear algebra that linear algebra courses are badly designed and badly taught, and that no matter how it is taught, linear algebra remains a cognitively and conceptually difficult subject. This leads to (a) curricular reform actions, (b) analyzing the sources of students' difficulties and their nature, as well as (c) research based and controlled teaching experiments. This chapter is organized along these three axes of action and research. The chapter does not claim the title of an exhaustive review of research on the teaching and learning of linear algebra at the undergraduate level. All omissions should be blamed on the authors' ignorance rather than their bad will.

133 citations

Journal ArticleDOI
TL;DR: In this paper, the authors present a review of peer-reviewed journals where scholarship on collegiate mathematics teaching is published and distinguish instructional activities and teaching practice and present six categories of published scholarship that consider collegiate teaching but are not descriptive empirical research on teaching practice.

127 citations