Rethinking mathematics teachers' resources in a time of digitalization: towards new programs of research

—— 2018-11-15 ——

**报告人：Luc Trouche 教授**

**主持人：范良火教授**

**时间：2018年11月21日14：00-15：00**

**地点：闵行校区数学楼102**

**报告人简介：**

Luc Trouche is professor of didactics of mathematics in the French Institute of Education, at Ecole Normale Supérieure de Lyon (France). He devoted most of his research to analyzing the role of tools in mathematic education (Monaghan, Trouche & Borwein 2016). He is now mainly interested in studying the interactions of teachers with resources, that include and largely exceed, in a time of digitalization, textbooks (Fan *et al.* 2018). This interest leads him to develop, with other researchers at an international level, a new theoretical frame, the documentational approach to didactics (Trouche, Gueudet, & Pepin 2018).

He was the chair of the French commission for mathematics teaching from 2012 to 2016. He is currently coordinating a joint French-Chinese platform for educational research in the frame of JoRISS (ECNU-ENS de Lyon), and is co-supervising three PhD of Chinese students in the domain of mathematics education, focusing respectively on documentation expertise (Pepin *et al*. 2016), variation of tasks, and dynamic geometry software.

Fan, L., Trouche, L., Qi, C., Rezat, S., & Visnovska, J. (Eds.) (2018). *Research on Mathematics Textbooks and Teachers’ Resources: Advances and issues*. Cham: Springer.

JoRISS education research platform : http://joriss.ens-lyon.fr/joriss-education-186013.kjsp?RH=JORISS-PROJECTS&RF=1365416327206

Monaghan, J., Trouche, L., & Borwein, J. (2016). *Tools and Mathematics: Instruments for Learning*, New York: Springer

Pepin, B., Xu, B., Trouche, L., & Wang, C. (2016). Developing a deeper understanding of *mathematics teaching expertise: *Chinese mathematics teachers’ resource systems as windows into their work and expertise. *Educational studies in Mathematics*, *94*(3), 257–274,http://rdcu.be/koXk

Trouche, L., Gueudet, G., & Pepin, B. (2018). Documentational approach to didactics. In S. Lerman (Ed.), *Encyclopedia of Mathematics Education*. N.Y.: Springer. doi:10.1007/978-3-319-77487-9_100011-1

More references at https://ens-lyon.academia.edu/enslyonacademiaedu

**报告摘要：**

The development of the Internet and the abundance of digital resources, in addition to the emergence of new forms of teacher collective work, lead to new developments and uncertainties in teaching and learning of mathematics. These upheavals have given rise to new theoretical needs: how to analyze teachers’ work when interaction with resources for preparing for their teaching?

Ten years ago, these theoretical and practical needs led to the proposal of a new frame, the *documentational approach to didactics*, in the field of mathematics education (Gueudet & Trouche, 2009). An international conference, held in Lyon last May (https://resources-2018.sciencesconf.org) allowed to study the development of this frame, and to evidence some missing resources, theoretical as well as methodological.

These missing resources make necessary new programs of research, that will be evoked in this lecture.

Gueudet, G., & Trouche, L. (2009). Towards new documentation systems for mathematics teachers?* Educational Studies in Mathematics, *71(3),199-218

Trouche, L. (to be published). Evidencing missing resources of the documentational approach to didactics. Towards ten programs of research / development for enriching this approach. In L. Trouche, G. Gueudet, & B. Pepin (Eds.), *Resources in Mathematics Teachers’ Professional Activity*. Springer series Advances in Mathematics Education. Cham : Springer.

The video of the lecture at the origine of this Chapter in on line