Interdisciplinary Laboratory for Research in Didactics, Education, and Training

SPD Focus Seminar

Published on in Seminar

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

After presenting the organization of the 2022-23 seminars and providing an update on current events, the mathematics education team will present and compare different initiatives involving mathematics education researchers and teachers in order to initiate a discussion on this type of initiative.

Below is a summary of this presentation:

Between research, teaching, and training: reflections on a comparison of different programs bringing together researchers in mathematics education and teachers

The theme of collaboration between researchers and teachers has become prominent in recent years in mathematics education in connection with the issue of teacher training, thus renewing the question of research mechanisms involving "didactic achievements" in classrooms with that of "the relationship between research and action on the education system" (Artigue, 1988, p. 283).

Several initiatives involving researchers in mathematics education have been trialed by researchers at LIRDEF, some of which are still ongoing. These initiatives are quite diverse, both in terms of the theoretical background behind their design and the research questions that led to their implementation. Based on a corpus built around four experimental research initiatives focusing on mathematics education and bringing together researchers in mathematics education with primary 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 programs, the question of the effects in terms of teachers' professional development, and the characterization of professional development in relation to the identification of indicators of such development.