Institut Universitaire de Formation des Maîtres

About: Institut Universitaire de Formation des Maîtres is a based out in . It is known for research contribution in the topics: Educational technology & Teacher education. The organization has 885 authors who have published 1036 publications receiving 11312 citations. The organization is also known as: Institut Universitaire de Formation des Maitres.

Theory of Didactical Situations in Mathematics: Didactique des Mathématiques, 1970–1990

Abstract: This book is unique. It gathers texts which give the best presentation of the principles and key concepts of the Theory of Didactical Situations that Guy Brousseau developed in the period from 1970 to 1990. These texts have been edited and organised so that they provide a comprehensive presentation of the Theory. Concepts such as didactical contract, didactical variable and epistemological obstacle are presented in detail. At the heart of the book, one will find two works which demonstrate in detail the articulation between theoretical work and experimental research which is the source of the richness of the Theory. Although referenced by many research texts, up to now the original texts of Guy Brousseau were unknown, or known only with difficulty, in the non- French-speaking world. This book is a response to these difficulties. In order to facilitate the reading of certain points, or elucidate them for the reader, footnotes have been added to the original text, as well as preludes and interludes to place in context the chosen texts and clarify the construction of the book. Theory of Didactical Situations in Mathematics is of interest for researchers in mathematics education, PhD students in mathematics education and mathematics educators. (http://books.google.fr/books?id=P9T1a_HGBmgC&printsec=frontcover&hl=fr#v=onepage&q&f=false)

Le contrat didactique : le milieu

Abstract: Ensemble des conditions exterieures dans lesquelles vit et se developpe un individu humain, le milieu joue un role important dans la determination des connaissances que le sujet, son antagoniste, doit developper pour controler une situation d'action Les theories modernes lui assignent un role fondamen¬tal dans les apprentissages De ce point de vue, une part importante de l'en¬seignement parait consister en la reorganisation d'un milieu favorable aux adaptations a-didactiques Encore faut-il savoir quelles conditions didactiques de devolution il convient de realiser pour que l'eleve puisse entrer dans un tel contrat Dans une situation de validation d'un savoir, le milieu devient, de plus, le lieu de fonctionnement et la reference, implicite ou explicite, des connaissances correspondantes II devient donc par la un objet culturel et epistemologique d'enseignement La premiere partie a pour objet de rappeler quelques elements de la theo¬rie des situations qui permettent d'introduire les notions de milieu et de contrat La deuxieme montre comment des dispositifs d'ingenierie permettent de resoudre un probleme de devolution d'un milieu a-didactique Il s'agit de faire resoudre des equations aux eleves de deuxieme annee de primaire en vue d'introduire le calcul de la soustraction Cet exemple montre le fonctionnement du milieu et la necessite de le construire comme objet de savoir pour les eleves

Towards new documentation systems for mathematics teachers

Abstract: We study in this article mathematics teachers’ documentation work: looking for resources, selecting/designing mathematical tasks, planning their succession, managing available artifacts, etc. We consider that this documentation work is at the core of teachers’ professional activity and professional development. We introduce a distinction between available resources and documents developed by teachers through a documentational genesis process, in a perspective inspired by the instrumental approach. Throughout their documentation work, teachers develop documentation systems, and the digitizing of resources entails evolutions of these systems. The approach we propose aims at seizing these evolutions, and more generally at studying teachers’ professional change.