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...

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

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.

Comprehensive teacher induction

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.

Implementation of inquiry-based learning in day-to-day teaching: a synthesis

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.

Research into the Teaching and Learning of Linear Algebra

Collegiate mathematics teaching: An unexamined practice

The Obstacle of Formalism in Linear Algebra

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.

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On a research programme concerning the teaching and learning of linear algebra in the first-year of a French science university

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.

Research on the Teaching and Learning of calculus/elementary analysis

The International Commission on Mathematical Instruction [ICMI]: The Fifteenth ICMI Study: The Professional Education and Development of Teachers of Mathematics

Aline Robert

Papers

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

The Obstacle of Formalism in Linear Algebra

On a research programme concerning the teaching and learning of linear algebra in the first-year of a French science university

Research on the Teaching and Learning of calculus/elementary analysis

The International Commission on Mathematical Instruction [ICMI]: The Fifteenth ICMI Study: The Professional Education and Development of Teachers of Mathematics