Interdisciplinary Research Laboratory in Didactics, Education, and Training

SPD Seminar

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The next SPD seminar will take place on Friday, October 21, from 10:00 a.m. to 12:30 p.m. in Room A109.
A link is available for those who are unable to attend in person.

Following a presentation on the schedule for the 2022–23 seminars and an update on recent developments, the mathematics education team will present and compare various initiatives involving mathematics education researchers and teachers to spark a discussion on this type of initiative.

Below is a summary of this presentation:

Between Research, Teaching, and Professional Development: Reflections on a Comparison of Various Initiatives Bringing Together Researchers in Mathematics Education and Teachers

The theme of collaboration between researchers and teachers has gained prominence in recent years in the field of mathematics education in connection with the issue of teacher training, thereby linking the question of research approaches involving “didactic practices in the classroom” with that of “the relationship between research and action within the education system” (Artigue, 1988, p. 283).

Several initiatives involving researchers in mathematics education have been tested by researchers at LIRDEF, with some of these projects still ongoing. These initiatives are quite diverse, both in terms of the theoretical frameworks on which they were based and the research questions that led to their implementation. Drawing on a corpus centered around four experimental research initiatives focused on mathematics education and involving researchers in mathematics education alongside elementary and secondary school teachers, we propose to discuss a number of research areas on which we are working within the LIRDEF mathematics education team and in collaboration with other researchers, using an interdisciplinary approach. These areas concern the collaborative dimension between teachers and researchers, the role of the researcher in such initiatives, the question of the effects on teachers’ professional development, and the characterization of professional development in relation to the identification of indicators of such development.