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<title><string language="fre"><![CDATA[The construct of 'resource system' as an analytic tool in understanding the work of teaching]]></string></title>
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<string language="fre"><![CDATA[Euclid's ingenious
organization of mathematical material from different sources to form the Elements created
a systematic text which served as a base for the study and teaching of
mathematics for more than two millennia. To this day, the idea of creating a
coherent system of resources following some concerted approach continues to
inform the design of textbooks and curriculum schemes. However, when teachers
are encouraged to draw on multiple sources to enrich their teaching, they face
the challenge not only of comprehending, but often of reconciling, contrasting
approaches, so as to create their own system of resources. In an era of
flexible curriculum schemes, of reusable learning objects, and of proliferating
mediating technologies, this challenge becomes all the greater. This lecture
will examine how this aspect of the work of teaching has been analyzed in
recent research, notably the lines of investigation initiated by Ruthven (2009
et seq.) and Gueudet & Trouche (2009 et seq.).
 Fan, L., Zhu, Y.,
& Miao, Z. (2013). Textbook research in mathematics education: development
status and directions. ZDM, 45(5), 633-646.
Gueudet, G., &
Trouche, L. (2009). Towards new documentation systems for mathematics
teachers? Educational
Studies in Mathematics, 71(3), 199-218.
Heath, T. L. (1908).
The thirteen books of Euclid's Elements. Cambridge: Cambridge University Press.
Ruthven, K. (2009). Towards a naturalistic
conceptualisation of technology integration in classroom practice: The example
of school mathematics. Éducation
et didactique, 3(1),
131-159.
La
construction du "système de ressources" comme un outil analytique
pour comprendre le travail d'enseignement
L'ingénieuse
organisation, par Euclide, du matériel mathématique de différentes sources pour
constituer les Éléments a produit un texte systématique qui a
servi de base à l'étude et à l'enseignement des mathématiques pendant plus de
deux millénaires. À ce jour, l'idée de créer, à partir d'une approche
concertée, un système cohérent de ressources continue d'informer la conception
des manuels scolaires et des programmes d'études. Cependant, lorsque les
enseignants sont encouragés à s'appuyer sur de multiples sources pour enrichir
leur enseignement, ils doivent relever le défi non seulement de comprendre,
mais souvent de concilier, des approches contrastées, afin de créer leur propre
système de ressources. Dans une ère de programmes de programmes flexibles,
d'objets d'apprentissage réutilisables et de technologies de médiation
proliférantes, ce défi devient d'autant plus important. Cette conférence
examinera comment cet aspect du travail d'enseignement a été analysé dans des
recherches récentes, notamment les lignes d'investigation initiées par Ruthven
(2009 et seq.) et Gueudet & Trouche (2009 et suivants).
Fan, L., Zhu, Y.,
& Miao, Z. (2013). Textbook research in mathematics education: development
status and directions. ZDM, 45(5), 633-646.
 Gueudet, G., &
Trouche, L. (2009). Towards new documentation systems for mathematics
teachers? Educational
Studies in Mathematics, 71(3), 199-218.
Heath, T. L. (1908).
The thirteen books of Euclid's Elements. Cambridge: Cambridge University Press.
Ruthven, K. (2009). Towards a naturalistic
conceptualisation of technology integration in classroom practice: The example
of school mathematics. Éducation
et didactique, 3(1),
131-159.
 ]]></string></description>
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REV:2022-04-04 15:45:15
FN:Luc TROUCHE
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NOTE:Luc Trouche is professor of didactics of mathematics in the French Institute of Education, École Normale Supérieure de Lyon, France. Interested in studying the role of tools in the learning of mathematics (Monaghan, Trouche &amp; Borwein 2016), he has contributed to develop the notion of instrumental orchestration (Trouche &amp; Drijvers 2014) for modeling the management, by a teacher, of available tools in the classroom. He focuses now on resource use/design and teacher professional development in the time of digitalization. This has led him to contribute to develop the documentational approach to didactics (Gueudet, Pepin &amp;Trouche 2012). In this perspective, the notion of teacher resource system appears crucial in order to understand teacher (developing) knowledge and the coherence of his/her activity. Studying the interactions between individual and collective teachers’ resource systems gives means for understanding the dynamics of these collectives, and for rethinking the way of supporting teacher development at a time of the ‘metamorphosis’ of teaching environments. Gueudet, G., Pepin, B., &amp; Trouche, L. (eds.) (2012). From Text to ‘Lived’ Resources: Mathematics Curriculum Materials and Teacher Development, New York, Springer Monaghan, J., Trouche, L., &amp; Borwein, J. (2016). Tools and Mathematics: Instruments for Learning, New York, Springer. Trouche, L., &amp; Drijvers, P. (2014). Webbing and orchestration. Two interrelated views on digital tools in mathematics education, Teaching Mathematics and Its Applications: International Journal of the Institute of Ma’thematics and its Applications, 33(3), 193-209. Luc Trouche est professeur de didactique des mathématiques à l’IFÉ – Institut Français de l’éducation, École Normale Supérieure de Lyon, France. Intéressé par l’étude du rôle des outils pour l’apprentissage des mathématiques (Monaghan, Trouche &amp; Borwein 2016), il a contribué à développer la notion d’orchestration instrumentale (Trouche &amp; Drijvers 2014) pour modéliser la gestion, par un professeur, des outils disponibles dans sa classe. Il s’intéresse désormais aux usages et à la conception de ressources par les enseignants, en relation avec leur développement professionnel dans cette période de numérisation des supports. Cela l’a conduit à contribuer à développer une approche documentaire du didactique (Gueudet, Pepin &amp; Trouche 2012). Dans cette perspective, la notion de système de ressources apparaît critique pour comprendre le développement des connaissances des enseignants et la cohérence de leur activité. Etudier les interactions entre les systèmes de ressources individuels et collectifs des enseignants donne des moyens pour comprendre la dynamique de ces collectifs, et pour repenser la manière de soutenir le développement professionnel des enseignants dans un temps de métamorphose des environnements pour apprendre. Gueudet, G., Pepin, B., &amp; Trouche, L. (eds.) (2012). From Text to ‘Lived’ Resources: Mathematics Curriculum Materials and Teacher Development, New York, Springer Monaghan, J., Trouche, L., &amp; Borwein, J. (2016). Tools and Mathematics: Instruments for Learning, New York, Springer. Trouche, L., &amp; Drijvers, P. (2014). Webbing and orchestration. Two interrelated views on digital tools in mathematics education, Teaching Mathematics and Its Applications: International Journalof the Institute of Ma’thematics and its Applications, 33(3), 193-209. 
TZ:+0200
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NOTE:Maître de Conférences à l'INRP, Institut National de Recherche Pédagogique. 
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NOTE:Kenneth Ruthven is Emeritus Professor of Education at the University of Cambridge in England and Guest Professor in Mathematics Education at Karlstad University in Sweden and at the University of Agder in Norway. He is an Advisory Editor of the international journals Educational Studies in Mathematics and Research in Mathematics Education as well as a Fellow of the Academy of Social Sciences. His recent research in mathematics education (references below) has examined dialogic teaching approaches, digital curriculum resources, and techno-pedagogical aspects of classroom-based professional expertise. Fuller information about his work is available at http://www.educ.cam.ac.uk/people/staff/ruthven/   Ruthven, K., Mercer, N., Taber, K., Guardia, P., Hofmann, R., Ilie, S., Luthman, S.,&Riga, F. (2017). A research-informed dialogic-teaching approach to early secondary school mathematics and science: the pedagogical design and field trial of the epiSTEMe intervention. Research Papers in Education, 32(1), 18-40. Pepin, B., Choppin, J., Ruthven, K., & Sinclair, N. (2017). Digital curriculum resources in mathematics education: Foundations for change. ZDM, Special Issue on Digital Curricula in Mathematics Education, 49(5), 645-661. Bozkurt, G. & Ruthven, K. (2017). Classroom-based professional expertise: a mathematics teacher’s practice with technology. Educational Studies in Mathematics, 94(3), 309-328.   Kenneth Ruthven est professeur émérite en éducation à l’Université de Cambridge en Angleterre, et professeur invité en éducation mathématique à l’Université Karlstad en Suède et à l’Université d’Agder en Norvège. Il fait partie du conseil éditorial des revues internationales Educational Studies in Mathematics et Research in Mathematics Education, et membre de l’Académie des Sciences Sociales. Ses recherches récentes dans le domaine de l’éducation mathématique (voir ci-dessous) portent sur les approches d’enseignement dialogique, sur les ressources curriculaires numériques et sur les aspects techno-pédagogiques de l’expertise professionnelle basées sur la salle de classe. Plus d’information sur la page web http://www.educ.cam.ac.uk/people/staff/ruthven/   Ruthven, K., Mercer, N., Taber, K., Guardia, P., Hofmann, R., Ilie, S., Luthman, S.,&Riga, F. (2017). A research-informed dialogic-teaching approach to early secondary school mathematics and science: the pedagogical design and field trial of the epiSTEMe intervention. Research Papers in Education, 32(1), 18-40. Pepin, B., Choppin, J., Ruthven, K., & Sinclair, N. (2017). Digital curriculum resources in mathematics education: Foundations for change. ZDM, Special Issue on Digital Curricula in Mathematics Education, 49(5), 645-661. Bozkurt, G. & Ruthven, K. (2017). Classroom-based professional expertise: a mathematics teacher’s practice with technology. Educational Studies in Mathematics, 94(3), 309-328. 
TZ:+0200
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