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Online Resources in Mathematics, Teachers’ Geneses and Didactical Techniques

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Abstract

The study we present here concerns the consequences of integrating online resources into the teaching of mathematics. We focus on the interaction between teachers and specific online resources they draw on: e-exercise bases. We propose a theoretical approach to study the associated phenomena, combining instrumental and anthropological perspectives. For given didactical tasks, we observe teachers’ instrumental geneses, and the didactical techniques they develop. We exemplify our approach with the analysis of a case study of trigonometry in grade 9.

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Notes

  1. http://mathenpoche.sesamath.net.

  2. Sesamath: http://www.sesamath.net/.

Abbreviations

EEB:

E-exercise basis

GUPTEn:

Genesis of Professional Use of Technologies by teachers

MO:

Mathematical organization

MEP:

Mathenpoche

DO:

Didactical organization

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Authors and Affiliations

  1. CREAD, IUFM de Bretagne UBO, Site de Rennes. 153 Rue Saint Malo. CS 54-310, 35043, Rennes Cedex, France

    Laetitia Bueno-Ravel & Ghislaine Gueudet

Authors
  1. Laetitia Bueno-Ravel
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  2. Ghislaine Gueudet
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Correspondence to Laetitia Bueno-Ravel.

Appendices

Appendix 1

See Table 1.

Table 1 Grid for the description of scenarios’ features
Full size table

Appendix 2

See Table 2.

Table 2 Carmen’s trigonometry sequence. The second column presents MEP contents; the third column of the table presents Carmen’s choices, corresponding to each entry of the curriculum
Full size table

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Bueno-Ravel, L., Gueudet, G. Online Resources in Mathematics, Teachers’ Geneses and Didactical Techniques. Int J Comput Math Learning 14, 1–20 (2009). https://doi.org/10.1007/s10758-009-9143-0

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