Luc Trouche – författare

A significant driver of recent growth in the use of mathematics in the professions has been the support brought by new technologies. Not only has this facilitated the application of established methods of mathematical and statistical analysis but it has stimulated the development of innovative approaches. These changes have produced a marked evolution in the professional practice of mathematics, an evolution which has not yet provoked a corresponding adaptation in mathematical education, particularly at school level. In particular, although calculators -- first arithmetic and scientific, then graphic, now symbolic -- have been found well suited in many respects to the working conditions of pupils and teachers, and have even achieved a degree of official recognition, the integration of new technologies into the mathematical practice of schools remains marginal. It is this situation which has motivated the research and development work to be reported in this volume. The appearance of ever more powerful and portable computational tools has certainly given rise to continuing research and development activity at all levels of mathematical education. Amongst pioneers, such innovation has often been seen as an opportunity to renew the teaching and learning of mathematics. Equally, however, the institutionalization of computational tools within educational practice has proceeded at a strikingly slow pace over many years.

While computational technologies are transforming the professional practice of mathematics, as yet they have had little impact on school mathematics. This pioneering text develops a theorized analysis of why this is and what can be done to address it. It examines the particular case of symbolic calculators (equipped with computer algebra systems) in secondary education. Drawing on a substantial program of French innovation and research, as well as closely related studies from Australia and the Netherlands, it provides rich illustrations of the many aspects of technology integration, and of the ways in which these are shaped at different levels of the educational institution. This pioneering text develops a theorized analysis of why this is and what can be done to address it. It examines the particular case of symbolic calculators (equipped with computer algebra systems) in secondary education.

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.

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.

This book is an exploration of tools and mathematics and issues in mathematics education related to tool use. The first part reflects on doing a mathematical task with different tools, followed by a mathematician's account of tool use in his work.

This book focuses on issues related to mathematics teaching and learning resources, including mathematics textbooks, teacher guides, student learning and assessment materials, and online resources.

This book is an exploration of tools and mathematics and issues in mathematics education related to tool use. The first part reflects on doing a mathematical task with different tools, followed by a mathematician's account of tool use in his work.

This book focuses on issues related to mathematics teaching and learning resources, including mathematics textbooks, teacher guides, student learning and assessment materials, and online resources.

What kinds of curriculum materials do mathematics teachers select and use, and how? This question is complex, in a period of deep evolutions of teaching resources, with the proficiency of online resources in particular. How do teachers learn from these materials, and in which ways do they ‘tailor’ them for their use and pupil learning? Teachers collect resources, select, transform, share, implement, and revise them. Drawing from the French term « ingénierie documentaire »,we call these processes « documentation ». The literal English translation is « to work with documents », but the meaning it carries is richer. Documentation refers to the complex and interactive ways that teachers work with resources; in-class and out-of-class, individually, but also collectively.