The Resource Approach to Mathematics Education 1st Edition by Luc Trouche, Ghislaine Gueudet, Birgit Pepin 3030203921 9783030203924

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Product details:

ISBN 10: 3030203921

ISBN 13: 9783030203924

Author: Luc Trouche, Ghislaine Gueudet, Birgit Pepin

This edited volume will help educators better analyze methodological and practical tools designed to aid classroom instruction. It features papers that explore the need to create a system in order to fully meet the uncertainties and developments of modern educational phenomena. These have emerged due to the abundance of digital resources and new forms of collective work. The collected papers offer new perspectives to a rising field of research known as the Documentational Approach to Didactics. This framework was first created by the editors of this book. It seeks to develop a deeper understanding of mathematics teaching expertise. Readers will gain insight into how to meet the theoretical questions brought about by digitalization. These include: how to analyze teachers’ work when they prepare for their teaching, how to conceptualize the relationships between individual and collective work, and how to follow the related processes over the long term. The contributorsalso provide a comparative view in terms of contrasting selected phenomena across different educational cultures and education systems. For instance, they consider how differences in curriculum resources are available to teachers and how teachers make use of them to shape instruction. Coverage also considers the extent to which teachers make use of additional material, particularly those available through the global marketplace on the Internet. This book builds on works from the Re(s)sources 2018 Conference, Understanding teachers’ work through their interactions with resources for teaching, held in Lyon, France.

Table of contents:

1. Introduction

Part I. Framing the Field of Research

2. Studying Teachers’ Documentation Work: Emergence of a Theoretical Approach

3. The Construct of ‘Resource System’ as an Analytic Tool in Understanding the Work of Teaching

4. How Did Mathematics Masters Work Four Thousand Years Ago? Curricula and Progressions in Mesopotamia

5. Reflecting on a Theoretical Approach from a Networking Perspective: The Case of the Documentational Approach to Didactics

Part II. A Comparative Perspective

6. Mathematics Teachers as Curriculum Designers: An International Perspective to Develop a Deeper Understanding of the Concept

7. Teachers’ Collective Work Inside and Outside School as an Essential Source of Mathematics Teachers’ Documentation Work: Experiences from Japan and China

8. Teachers’ Use of Mathematics Resources: A Look Across Cultural Boundaries

Part III. New Resources Needed, Perspectives for Further Research

9. Teachers’ Resource Systems: Their Constitution, Structure and Evolution

10. Analyzing Teachers’ Work with Resources: Methodological Issues

11. Documentation Work, Design Capacity, and Teachers’ Expertise in Designing Instruction

12. Transitions Toward Digital Resources: Change, Invariance, and Orchestration

Part IV. Conclusions

13. Evidencing Missing Resources of the Documentational Approach to Didactics. Toward Ten Programs of Research/Development for Enriching This Approach

14. Afterword: Reflections on the Documentational Approach to Didactics

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Tags: Luc Trouche, Ghislaine Gueudet, Birgit Pepin, Mathematics