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Research Interests: Computer Science, Philosophy, Humanities, Art, Mathematics Education, and 15 moreDigital Resources, Documentational geneses, Operational invariants, Encyclopedia, Curriculum Materials, Dijital Kaynaklar, Öğretmenlerin Mesleki Gelişimi, Resource systems, Springer Ebooks, Müfredat materyalleri, Dokümantal oluşumlar, işlevsel sabitler, kaynak sistemleri, öğretim için kaynaklar, and öğretmenlerin kolektif çalışmaları
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The relations between teachers’ interactions with digital resources and teacher education have been the focus of mathematics education research for many years. This interest has been enhanced by the abundance of digital curriculum... more
The relations between teachers’ interactions with digital resources and teacher education have been the focus of mathematics education research for many years. This interest has been enhanced by the abundance of digital curriculum resources available for teachers and teacher educators; this is likely to lead to new phenomena in terms of teacher learning. The theoretical frame of the documentational approach to didactics (DAD) has been developed to study these new phenomena. Drawing on selected research works, we illustrate the use of this approach to study teacher (and teacher educator) learning with digital resources in different settings. We consider settings where the aim of teacher education through the use of digital resources is explicit: the offer (by educational authorities) of educative resources, digital platforms in particular; or teacher education programs using digital resources. We also study the consequences, in terms of teacher learning, of daily interactions with digital resources: in individual teachers’ work, and their work in collectives. These interactions are intrinsically linked to teacher design. Digital resources offer new means for teacher design, which we regard as part of teacher documentation work. We claim that teachers require help and support to exploit this potential.
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In this paper we analyse a Dutch digital platform regarding its affordances (and constraints) for teachers’ documentation work in terms of “connectivity” at macro (external connections) and micro (internal connections) level. Results... more
In this paper we analyse a Dutch digital platform regarding its affordances (and constraints) for teachers’ documentation work in terms of “connectivity” at macro (external connections) and micro (internal connections) level. Results showed that at macro level the platform supported the import, modification and use of open shareable resource, as well as teacher collaborative activities with/on educational resources. Moreover, it allowed to some extent for assessment and differentiation to be linked to the designed resources, but not for teacher-teacher, or teacher-student communication. At micro level the functionality allowed connections to be made “internally”, for example between a topic and previous or further knowledge; albeit this functionality was seldom used and no interactive features could be found.
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Typically, curriculum resources including textbooks are seen to reside at the interface between policy and practice (e.g., Valverde et al. 2002), as they translate policy (the intended curriculum) into practice (the enacted curriculum).... more
Typically, curriculum resources including textbooks are seen to reside at the interface between policy and practice (e.g., Valverde et al. 2002), as they translate policy (the intended curriculum) into practice (the enacted curriculum). More recently mathematics teachers increasingly rely on digital resources to prepare their lessons and to design their mathematics curriculum, and students use such resources in class and to complement their courses. These materials are said to become key tools for teachers; as in many countries (e.g., France, the Netherlands, the United Kingdom, the United States), teachers are increasingly encouraged to (re) design the curriculum in planning their instruction. In the next section we define curriculum resources; in particular we distinguish digital curriculum resources from educational technology. In the subsequent section, we discuss the design and “use” of mathematics curriculum resources by teachers (and students). In the last section, we develop...
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COMPARATIVE STUDIES IN MATHEMATICS EDUCATION-COMPARING THE INCOMPARABLE? Birgit Pepin, University of Manchester, UK And Eva Jablonka, University of Umeå, Sweden Richard Cabassut, IUFM d'Alsace, France OVERVIEW This Working ...
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The history of schooling of children with special needs has been described as going from neglect early in the twentieth century to segregation based on individual needs in the 1920s–1960s to integration in the 1960s to the present (Casey,... more
The history of schooling of children with special needs has been described as going from neglect early in the twentieth century to segregation based on individual needs in the 1920s–1960s to integration in the 1960s to the present (Casey, 1994). This picture could be complemented by the current movement towards inclusion in schools, which is responsive to the needs of children as well as to their rights as citizens, and to the needs of all of us to learn to live in a world of differences (Thomas & Loxley, 2001). The global dimension of this movement has been described by Mittler (2000) as connected to places like Jomtien (Thailand) and Salamanca (Spain). In Jomtien, ministers of education and officials from 155 governments met in 1990 and committed their countries to set national targets for the coming decade in five domains: