Da “Re(s)source Conference” de Lyon à Pandemia Covid-19: impactos e contribuições à teoria da Abordagem Documental do Didático
DOI:
https://doi.org/10.23925/1983-3156.2021v23i3p482-515Palavras-chave:
Abordagem documental do didático, Interlocução professor e recursos para o ensino, Re(s)source Conference, Covid-19 PandemicResumo
Neste artigo realizamos um sobrevoo em dois eventos que, de formas diferentes, impactaram e contribuíram com os estudos relativos à interlocução dos professores com recursos para o ensino, um meio de desenvolvimento da prática profissional. Esses eventos são “Re(s)source Conference” ocorrido em maio de 2018 na ENS de Lyon na França com o objetivo de refletir sobre a teoria Abordagem Documental do Didático, e o outro evento que se iniciou dois anos após de modo inesperado e sem organização, a Pandemia do Covid-19, cujos impactos continuam por todo o mundo, interferindo nas ações humanas. A “Conference” contou com a participação de pesquisadores de todos os continentes, e a Pandemia também não deixou ninguém de fora, atingindo o mundo todo de forma avassaladora e destruidora. O objetivo do artigo é refletir sobre a os efeitos desses eventos na educação de um modo geral e na educação matemática de um modo particular. É hora de repensar nossas relações sociais, incluindo aí a educacional. Nessa perspectiva, é interessante o chamamento da UNESCO de que deveríamos tornar a matemática “humanizada”. Focando na ADD e seus constructos, é importante tirar lições do que a Pandemia nos indicou, buscar a renovação do sistema de recursos profissionais dos professores, em particular de matemática, com o apoio institucional, valorizar o trabalho coletivo e cooperativo e o uso abalizado de tecnologias, em favor de uma matemática para todos. Para o desenvolvimento do artigo, coletamos dados no site e anais da conferência, e em artigos recentes sobre os impactos da pandemia. Como resultado, evidenciamos as diferentes concepções sobre recursos, documentos, instrumentos, entre outros, e o que se inferiu sobre a interlocução professor/recursos e impactos da pandemia na educação, atingindo o objetivo proposto de iluminar as contribuições extraídos desses eventos para o avanço da ADD.
Metrics
Referências
Aldon, G. (2011). Interactions didactiques dans la classe de mathématiques em environnement numérique: construction et mise à l'épreuve d'un cadre d'analyse exploitant la notion d'incident. PhD. Lyon, France: Université Lyon 1, https://tel.archives-ouvertes.fr/tel-00679121v2/document
Artigue, M. (Ed.). (2009). Connecting approaches to technology enhanced learning in Mathematics: the TELMA experience. International Journal of Computers for Mathematical Learning 14(3).
Artigue, M., Bosch, M., & Gascón, J. (2011). La TAD face au problème de l’interaction entre cadres théoriques en didactique des mathématiques. In M. Bosch et al. (Eds.), Un panorama de la TAD. Actes du troisième congrès de la TAD (pp. 33-56). Barcelona: Centre de Recerca Matemàtica.
Artigue, M., & Bosch, M. (2014). Reflection on Networking through the praxeological lens. In A. Bikner-Ahsbahs & S. Prediger (Eds.), Networking of Theories as a Research Practice in Mathematics Education (pp. 249-266). New York: Springer.
Bakker, A., Wagner, D. (2020). Pandemic: lessons for today and tomorrow?. Educ Stud Math 104, 1–4. https://doi.org/10.1007/s10649-020-09946-3.
Bikner-Ahsbahs, A., & Prediger, S. (2008). Networking of Theories – An Approach for Exploiting the Diversity of Theoretical Approaches. In B. Sriraman & L. English (Eds.), Theories in Mathematics Education (pp. 483-506). New York: Springer.
Bikner-Ahsbahs, A., & Prediger, S. (Eds.) (2014). Networking of Theories as a Research Practice in Mathematics Education. New York: Springer.
Bueno-Ravel, L., & Gueudet, G. (2007). Online resources in mathematics: Teachers’ genesis of use. In D. Pitta-Pantazi, & G. Philippou (Eds.), Proceedings of the Fifth Congress of the European Society for Research in Mathematics Education (pp. 1369-1378). Larnaca, Cyprus: University of Cyprus and ERME.
Cazes, C., Gueudet, G., Hersant, M., & Vandebrouck, F. (2007). Using e-Exercise Bases in mathematics: case studies at university, International Journal of Computers for Mathematical Learning 11(3), 327-350.
Clarke, D.J. (2017). Using cross-cultural comparison to interrogate the logic of classroom research in mathematics education. In B. Kaur, W.K. Ho, T.L. Toh & B.H. Choy (Eds.), Proceedings of PME 41 (Vol. 1, pp. 1-13). Singapore: PME.
Crozat, S. (2007). Bonnes pratiques pour l'exploitation multi-usages de contenus pédagogiques: la raison du calcul est toujours la meilleure. In M. Baron, D. Guin, & L. Trouche (dir.), Environnements informatisés et ressources numériques pour l'apprentissage: conception et usages, regards croisés (pp. 255-286). Paris: Hermès.
Drijvers, P., Doorman, M., Boon, P., Reed, H., & Gravemeijer, K. (2010). The teacher and the tool: instrumental orchestrations in the technology-rich mathematics classroom. Educational Studies in Mathematics 75(2), 213-234.
Drijvers, P., Thurm, D., Vandervieren, E. et al. (2021). Distance mathematics teaching in Flanders, Germany, and the Netherlands during COVID-19 lockdown. Educ Stud Math 108, 35–64 (2021). https://doi.org/10.1007/s10649-021-10094-5.
Education Committee of the EMS (2011). “Solid findings” in Mathematics Education. Newsletter of the European Mathematical Society 81, 46-48
Folcher, V. (2005). De la conception pour l’usage au développement de ressources pour l’activité. In P. Rabardel, & P. Pastré (dir.) Modèles du sujet pour la conception (pp. 189-210). Toulouse: Octarès.
Gruson, B., Gueudet, G., Le Hénaff, C., & Lebaud, M.-P. (2018). Investigating teachers’ work with digital resources. A comparison between the teaching of Mathematics and English, Revue Suisse des Sciences de l’Education 40(2).
Gueudet, G. (2013). Digital resources and mathematics teacher development at university. In B. Ubuz, Ç. Haser, & M. A. Mariotti (Eds.), Proceedings of the Eighth Congress of the European Society for Research in Mathematics Education (pp. 2336-2345). Ankara: Middle East Technical University and ERME.
Gueudet, G., Buteau, C., Mesa, V., & Misfeldt, M. (2014). Instrumental and documentational approaches: from technology use to documentation systems in university mathematics education. Research in Mathematics Education 16(2), 139-155.
Gueudet, G., Pepin, B., & Trouche, L. (2013). Collective work with resources: an essential dimension for teacher documentation. ZDM – Mathematics Education 45(7), 1003–1016.
Guin, D., Ruthven, K., & Trouche, L. (Eds.) (2005). The didactical challenge of symbolic calculators: turning a computational device into a mathematical instrument. New York: Springer.
Guin, D., & Trouche, L. (2005). Distance training, a key mode to support teachers in the integration of ICT? In M. Bosch (Ed.), Proceedings of the Fourth European Conference on Research on Mathematics Education (pp. 1020–1029), FUNDEMI IQS—Universitat Ramon Llull and ERME.
Haspekian, M. (2008). Une genèse des pratiques enseignantes en environnement instrumenté. In Vandebrouck (Ed.), La classe de mathématiques : activités des élèves et pratiques des enseignants (pp. xx-xx). Toulouse: Octares.Huizinga, T. (2009). Op weg naar een instrument voor het meten van docentcompetencies voor het ontwikkelen van curricula [Towards an instrument to measure teacher competencies for the development of curricula]. Enschede: University of Twente.
Kidron, I., Bosch, M., Monaghan, J., & Palmér, H. (2018). Theoretical perspectives and approaches in mathematics education research. In T. Dreyfus, M. Artigue, D. Potari, S. Prediger & K. Ruthven (Eds.), Developing Research in Mathematics Education. Twenty Years of Communication, Cooperation and Collaboration in Europe (pp. 254-275). New York: Routledge.
Kynigos, C., & Lagrange, J.-B. (Eds.). (2014). Special Issue: Representing mathematics with digital media: Working across theoretical and contextual boundaries. Educational Studies in Mathematics 85(3).
Nieveen, N., & van der Hoeven, M. (2011). Building the curricular capacity of teachers: Insights from the Netherlands. In P. Picard & L. Ria (Eds.), Beginning teachers: Challenge for educational systems. CIDREE Yearbook 2011 (pp. 49–64). Lyon: ENS de Lyon, Institut Français de l’Éducation.
Pédauque, R. T. (coll.) (2006). Le document à la lumière du numérique. Caen: C & F éditions.
Pédauque, R. T. (coll.) (2007). La redocumentarisation du monde. Toulouse: Cépaduès éditions.
Pepin, B., Gueudet, G., & Trouche, L. (2013). Investigating textbooks as crucial interfaces between culture, policy and teacher curricular practice: two contrasted case studies in France and Norway, ZDM - Mathematics Education 45(5), 685-698.
Pepin, B., Gueudet, G., & Trouche, L. (2017). Refining teacher design capacity: Mathematics teachers’ interactions with digital curriculum resources. ZDM – Mathematics Education 49(5), 799–812. DOI 10.1007/s11858-017-0870-8
Pepin, B., Xu, B., Trouche, L. & Wang, C. (2017). Developing a deeper understanding of mathematics teaching expertise: an examination of three Chinese mathematics teachers’ resource systems as windows into their work and expertise. Educational Studies in Mathematics 94(3), 257–274. doi: 10.1007/s10649-016-9727-2.
Priestley, M., Biesta, G., & Robinson, S. (2017). Teacher agency: An ecological approach. London: Bloomsbury Academic.
Rabardel, P. (1995). Les hommes et les technologies, approche cognitive des instruments contemporains. Paris: Armand Colin.
Rabardel, P., & Bourmaud, G. (2005). Instruments et systèmes d’instruments, in P. Rabardel, P. Pastré (dir.), Modèles du sujet pour la conception. Dialectiques activités développement (pp. 211-229). Toulouse: Octarès.
Remillard, J. (2005). Examining key concepts in research on teachers’ use of mathematics curricula. Review of Educational Research 75(2), 211-246.
Rocha, K. (2018) Uses of Online Resources and Documentational Trajectories: the Case of Sésamath. In L. Fan, L. Trouche, S. Rezat, C. Qi, & J. Visnovska (Eds.), Research on Mathematics Textbooks and Teachers’ Resources: Advances and issues. ICME 13 Monograph (pp. 235-258). Cham, Switzerland: Springer.
Ruthven, K. (2007). Teachers, technologies and the structures of schooling, In D. Pitta-Pantazi, & G. Philippou (Eds.), Proceedings of the Fifth Congress of the European Society for Research in Mathematics Education (pp. 52-67). Larnaca, Cyprus: University of Cyprus and ERME.
Ruthven, K. (2009). Towards a naturalistic conceptualisation of technology integration in classroom practice: the example of school mathematics. Education & Didactique 3(1), 131–149.
Education Committee of the EMS (2011). “Solid findings” in Mathematics Education.
Newsletter of the European Mathematical Society 81, 46-48.
Trouche, L. (2004). Managing the complexity of human/machine interactions in computerized learning environments: guiding students’ command process through instrumental orchestrations. International Journal of Computers for Mathematical Learning 9, 281–307.
Trouche et al. (2018). Research on Mathematics Textbooks and Teachers’ Resources: Advances and Issues. Springer, 377. 13 de fevereiro de 2021.
Trouche. L. (2021). Covid-19: les défis en termes de ressources et de collaboration des enseignants. Au fil des maths, APMEP, 539, pp.3-10. HAL Id: hal-03214907. https://hal.archives-ouvertes.fr/hal-03214907. Submitted on 3 May 2021.
Vergnaud, G. (1996). The theory of conceptual fields. In. L.P. Steffe, P. Nesher, P. Cobb, G.A. Goldin, & B. Greer (Eds.), Theories of Mathematical Learning (pp. 210–239). Mahwah, NJ: Laurence Erilbaum.
Vergnaud, G. (1998). Towards a cognitive theory of practice. In A. Sierpinska & J. Kilpatrick (Eds.), Mathematics education as a research domain: a search for identity (pp. 227-241). Dordrecht: Kluwer Academic Publisher.
Wenger, E. (1998). Communities of practice. Learning, meaning, identity. New York: Cambridge University Press.
Downloads
Publicado
Edição
Seção
Licença
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Autores que publicam nesta revista concordam com os seguintes termos:- Autores mantém os direitos autorais e concedem à revista o direito de primeira publicação, com o trabalho simultaneamente licenciado sob a Licença Creative Commons Attribution que permite o compartilhamento do trabalho com reconhecimento da autoria e publicação inicial nesta revista.
- Autores têm autorização para assumir contratos adicionais separadamente, para distribuição não-exclusiva da versão do trabalho publicada nesta revista (ex.: publicar em repositório institucional ou como capítulo de livro), com reconhecimento de autoria e publicação inicial nesta revista.
- Autores têm permissão e são estimulados a publicar e distribuir seu trabalho online (ex.: em repositórios institucionais ou na sua página pessoal) a qualquer ponto antes ou durante o processo editorial, já que isso pode gerar alterações produtivas, bem como aumentar o impacto e a citação do trabalho publicado (Veja O Efeito do Acesso Livre).
