The 'Resource' Approach to Mathematics Education

La conférence Re(s)sources 2018 a donné naissance à un ouvrage publié en 2019 par Springer, dans la collection Advances in Mathematics Education, coordonnée par Gabriele Kaiser et Bharath Sriraman:

Trouche, L., Gueudet, G., & Pepin, B. (Eds.) (2018). The 'Resource' Approach to Mathematics Education. Springer. 

Le livre intègre des chapitres écrits par les conférenciers et les panelists, et des synthèses de chaque groupe de travail, écrites/éditées par les coordonnateurs, pouvant inclure une sélection de contributions enrichies par les interactions de la conférence. Une nouvelle ressource à venir, pour garder vivants les résultats de la conférence Re(s)sources 2018!

Table des matières

Foreword, by Jill Adler (University of the Witwatersrand, South Africa)

Chapter 1. Introduction, by Ghislaine Gueudet, Birgit Pepin & Luc Trouche: The ‘Resources’ approach to mathematics education. Situating an emerging field of research

Section 1 (coordonnée par Ghislaine Gueudet). Framing the field of research

Chapitre 2. Ghislaine Gueudet (University of Western Brittany, France): Studying Teachers’ documentation work: emergence of a theoretical approach

Chapitre 3. Kenneth Ruthven (University of Cambridge, UK): The construct of 'resource system' as an analytic tool in understanding the work of teaching

Chapitre 4. Christine Proust (CNRS, France): What is the reality of teacher’s work, behind the design of mathematics exercises? Lessons from the scribal schools, 4000 years ago

Chapitre 5. Michèle Artigue  (Université Paris Diderot-Paris 7, France): Reflecting on a theoretical approach from a networking perspective: the case of the documentational approach to didactics

Section 2 (coordonnée par Birgit Pepin). A comparative perspective

Chapitre 6. Birgit Pepin (Technische Universiteit Eindhoven, the Netherlands, coord.), Michele Artigue (France); Veronica Gitirana (Brazil); Takeshi Miyakawa (Japan); Kenneth Ruthven (UK), & Binyan Xu (China): Mathematics teachers as curriculum designers: an international perspective to develop a deeper understanding of the concept

Chapitre 7. Takeshi Miyakawa (Joetsu University of Education, Japan) & Binyan Xu (East China Normal University, China): Teachers collective work inside and outside school as an essential spring of mathematics teachers' documentation: Japanese and Chinese experiences

Chapitre 8. Janine Remillard (University of Pennsylvania, USA): Teachers’ Use of Mathematics Resources: A Look across Cultural Boundaries

Section 3 (coordonnée par Luc Trouche). New resources needed, perspectives for further research

Chapitre 9. Jana Trgalova (University of Lyon, France), Moustapha Sokhna (Université Cheikh Anta Diop, Senegal) & Cibelle Assis (University of Paraiba, Brazil): Teachers’ resource systems, their structure, their evolution, their mapping

Chapitre 10. Catherine Loisy (ENS de Lyon, France), Hussein Sabra (Université de Reims, France) & Scott Courtney (Ken State University, USA): Analyzing teachers’ work with resources, methodological issues

Chapitre 11. Sebastian Rezat (University of Paderborn, Germany), Carole Le Henaff (University of Western Brittany, France) & Jana Visnovska (University of Queensland, Australia): Documentation Work, Design Capacity, and Teachers’ Expertise in Designing Instruction

Chapitre 12. Paul Drijvers (Utrecht University, the Netherlands), Verônica Gitirana (Federal University of Pernambuco, Brazil), John Monaghan (Agder University, Norway & University of Leeds, U.K.) & Samet Okumus (Recep Tayyip Erdogan University, Turkey): Transitions towards digital resources: change, invariance, and orchestration

Conclusion

Chapitre 13. Luc Trouche (ENS de Lyon, France): Evidencing the missing resources of the documentational approach to didactics, towards new programs of research / development for enriching this approach

Chapitre 14. Afterword, by Jeffrey Choppin (University of Rochester, USA): Reflections on the Documentational Approach to Didactics