Bandeau en anglais

Young researchers workshop

Program of the workshop

After the conference (31st May and 1st June), a workshop will be offered to young researchers, in order to deepen its theoretical and methodological propositions, and to participate in hands-on sessions, allowing to develop or/and to use tools related to the analysis of teachers documentation work. Participation in this workshop needs to be registered, before 15th December 2017, at this address resources-2018@sciencesconf.org (up to 30 participants are expected). The workshop includes four successive sessions. Selected materials will be sent to participants before the conference, in order to prepare the workshop.

planning workshop

Session A - Interactions with conference plenary speakers

Coordination: Birgit Pepin and Takeshi Miyakawa (Local Organizing Committee); corresponding members as young researchers: Cibelle Assis, Ousmana Fofana, Katiane de Moraes Rocha, & Michael Umameh

During the main conference the discussion time is likely to be limited in terms of offering sufficient opportunities for interacting with plenary lecturers. The objective of this first session is to provide opportunities for interacting more directly with plenary speakers and plenary discussion panel members: for example, Michèle Artigue, Janine Remillard, Kenneth Ruthven, Luc Trouche and Binyan Xu will be present. Two issues will be particularly addressed:

  • Teachers’ resource systems, their structure and dynamics, components and evolution;
  • Teachers learning from/when interacting with resources.

Session B - Sequencing learning activities – roles of didactic metadata

Coordination: Jason Cooper and Sophie Soury-Lavergne (Local Organizing Committee); corresponding members as young researchers: Anita Messaoui, Luxizi Zhang & Fangchun Zhu

Teachers increasingly take on some of the roles of curriculum designers; in some contexts teachers are expected to supplement their textbook with additional activities, in others they may need to put together whole learning sequences on their own. In this workshop we will introduce some tools (see this website) that we have developed in order to support teachers in this role, by providing didactic views on sequences of activities – as they appear in textbooks, or as modified/designed by teachers. Participants in the workshop will use our tools to reflect on a given sequence of activities, and to propose and substantiate alternate sequences. The aims of the workshop are:

  • To introduce participants to some novel tools for textbook analysis and for curricular design;
  • To demonstrate how we go about researching the tools that we develop;
  • To gain some feedback from an international audience, which may contribute to future versions of our tools.

It is assumed that all participants are able to communicate in English.

Session C - Webdocuments for collaborative analysis of teachers’ practices with resources

Coordination: Franck Bellemain and Veronica Gitirana (Local Organizing Committee); corresponding members as young researchers: Mohammad Alturkmani, Rogério Ignacio, & Rosilângela Lucena

Over the past five years, webdocuments as online files incorporating texts, images, audio or video components have been developed (Bellemain & Trouche, 2016; Lucena & Assis, 2015) for supporting collaborative analyzes of teachers’ documentation work. The participants of the workshop will use dynamic features of such webdocuments for constructing, displaying, sharing and discussing their analyses of video-recorded episodes of teachers interacting with resources.

Alturkmani, M., Daubias, P., Loisy, C., Messaoui, A., & Trouche, L. (soumis). Instrumenter les recherches sur le travail enseignant : le projet AnA.doc.

Bellemain, F., & Trouche, K. (2016). Comprendre le travail des professeurs avec les ressources de leur enseignement, un questionnement didactique et informatique, invited lecture to the first latinamerican Conference on didactics of mathematics - LaDiMa (French and Portuguese versions), Bonito, Brazil, https://drive.google.com/file/d/0B6OphkgfrkD3ZFRtTDJ2anRfSWM/view

Lucena, R., & Assis, C. (2015). Webdoc Sistema de Recursos e o Trabalho Coletivo do Professor: Uma Via de Mão Dupla, 2015. En ligne à : http://lematec.net.br/webdocs/webdoc1/ (in English, French and Portuguese, password to be asked to the authors)

Session D - Naming systems used by middle school teachers to describe their resources and their documentation work

Coordination:  Michèle Artigue and Luc Trouche (Local Organizing Committee); corresponding members as young researchers: Maryna Rafalska, Ulises Salinas, Karima Sayah, Hendrik van Steenbrugge & Chongyang Wang.

The Lexicon project (Artigue et al., 2017; Clarke et al., 2017), supported at an international level by a number of researchers, aims to « document the naming systems (lexicons) employed by different communities speaking different languages to describe the phenomena of the mathematics classroom ». The purpose of this session is to develop a similar reflection on naming systems, considering teachers’ resources and documentation work.

dematem 

The session will analyze data gathered beforehand in different languages contexts (e.g. Arabic, Chinese, English, French, Portuguese and Spanish). The data will have been collected from two video-recorded interviews: the first one focusing on the preparation of a lesson; the second one focusing on teachers’ resource systems. For each of these questions, the teachers will have been asked to name their resources, describe their classification and the steps of their documentation work. Preliminary work will be done, describing in English the reality to which these terms refer, and proposing examples and counter examples. The session will allow a cross presentation and analysis of these data.

Artigue, M. et al. (2017). Comparing the professional lexicons of Czech and French mathematics teachers. In B. Kaur, W.K. Ho, T.L. Toh & B.H. Choy (Eds.), Proceedings of PME 41 (Vol. 2, pp. 113-120). Singapore: PME.

Clarke, D., Mesiti, C., Cao, Y., & Novotna, J. (2017). The lexicon project: examining the consequences for international comparative research of pedagogical naming systems from different cultures, In T. Dooley, & G. Gueudet (Eds.) (2017, in preparation). Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1 – 5, 2017). Dublin, Ireland: DCU Institute of Education and ERME.

Online user: 1