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Cooperative engineering as a specific design-based research

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Abstract

In this paper, we first describe what are the main constituents of what we term cooperative engineering, between teachers and researchers, from an epistemological and theoretical viewpoint. We show that this kind of research tries to dilute the ancient dualisms of Western Thought, and we present some features that may contribute to specifying cooperative engineering within the general paradigm of design-based research. In the second part of the paper, we give an empirical account of such a process of engineering at primary school level in mathematics, by focusing on the co-elaboration, between teachers and researchers, of learning sequences at kindergarten (the Treasures Games, situations of graphical representations) and at grade 1 (The Arithmetic and Comprehension at Elementary School program, building of basic numerical capacities). At the end of the paper, we briefly elaborate on what we consider to be major issues relating to cooperative engineering.

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Notes

  1. “The term learning sciences (LS) refers to an interdisciplinary field that works to further scientific understanding of learning as well as to engage in the design and implementation of learning innovations, and improvement of instructional methodologies” (Wikipedia, n.d.).

  2. In this paper, the word “collective” is used in Fleck’s sense of a thought collective (Fleck 1981), which progressively shapes a thought style. For an analysis of this notion in a didactic framework, see Sensevy (2012).

  3. As the democratic process in itself, according to Dewey (1939), for whom “creative democracy” is “the task beyond us.”

  4. The DVD was supported by the European S-Team project (Gueudet and Forest 2010), and was presented at the S-Team conference of Santiago de Compostella, February 2012.

  5. In an auto-analysis the test-teacher comments on her practice with the help of a researcher.

  6. The ACE project also includes three other research teams in Paris, Lille, and Nancy. In this paper, we focus only on the Brittany–Marseille team.

  7. One of these teachers is accomplishing a PhD centered on the ACE project. She is not included in the aforementioned PhD students.

  8. http://python.bretagne.iufm.fr/ace.

  9. These hybrid text–pictures systems share many features with the “videopapers project,” which notably aims at developing practitioners’ skills (Beardsley et al. 2007; Lazarus and Olivero 2009). It seems to us that hybrid text–pictures systems are more oriented towards research practices.

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Authors and Affiliations

  1. Brittany Institute of Education, University of Western Brittany, Brest, France

    Gérard Sensevy, Dominique Forest & Grace Morales

  2. French Institute of Education, ENS Lyon, Lyon, France

    Serge Quilio

Authors
  1. Gérard Sensevy
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  2. Dominique Forest
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  3. Serge Quilio
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  4. Grace Morales
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Correspondence to Gérard Sensevy.

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Sensevy, G., Forest, D., Quilio, S. et al. Cooperative engineering as a specific design-based research. ZDM Mathematics Education 45, 1031–1043 (2013). https://doi.org/10.1007/s11858-013-0532-4

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