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The 'Resource' Approach to Mathematics Education

  • Luc Trouche
  • Ghislaine Gueudet
  • Birgit Pepin
Book

Part of the Advances in Mathematics Education book series (AME)

Table of contents

  1. Front Matter
    Pages i-xxvii
  2. Ghislaine Gueudet, Birgit Pepin, Luc Trouche
    Pages 1-14
  3. Framing the Field of Research

  4. A Comparative Perspective

  5. New Resources Needed, Perspectives for Further Research

    1. Front Matter
      Pages 195-195
    2. Jana Trgalová, Moustapha Sokhna, Cibelle Assis, Mohammad Dames Alturkmani, Elisângela Espindola, Rim Hammoud et al.
      Pages 197-256
    3. Catherine Loisy, Hussein Sabra, Scott A. Courtney, Katiane Rocha, Dubravka Glasnović Gracin, Gilles Aldon et al.
      Pages 257-321
    4. Sebastian Rezat, Carole Le Hénaff, Jana Visnovska, Ok-Kyeong Kim, Laurence Leroyer, Hussein Sabra et al.
      Pages 323-388
    5. Paul Drijvers, Verônica Gitirana, John Monaghan, Samet Okumus, Sylvaine Besnier, Cerenus Pfeiffer et al.
      Pages 389-444
  6. Conclusions

  7. Back Matter
    Pages 503-546

About this book

Introduction

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 contributors also 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.

Keywords

Mathematics Education Studying Teachers' Documentation Work Understanding the Work of Teaching EUCLID Study and Teaching of Mathematics Design of Mathematics Text Book Scribal Schools Mathematics Teacher Education in Mesopotamia Mathematics Education Documentation Designed Documents for Teaching Teachers Resource Systems Assessment Preparation Documentational Approach to Didactics

Editors and affiliations

  • Luc Trouche
    • 1
  • Ghislaine Gueudet
    • 2
  • Birgit Pepin
    • 3
  1. 1.Institut Français de l’EducationEcole Normale Supérieure de LyonLyonFrance
  2. 2.CREAD, ESPE BretagneUniversité de Bretagne OccidentaleRENNESFrance
  3. 3.Eindhoven School of Education- ESoEEindhoven University of Technology- TU/eEindhovenThe Netherlands

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-030-20393-1
  • Copyright Information Springer Nature Switzerland AG 2019
  • Publisher Name Springer, Cham
  • eBook Packages Education Education (R0)
  • Print ISBN 978-3-030-20392-4
  • Online ISBN 978-3-030-20393-1
  • Series Print ISSN 1869-4918
  • Series Online ISSN 1869-4926
  • Buy this book on publisher's site