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Crossing views on mathematics teachers' resources in China and France

A JoRISS Seminar for PhD students in education, ENS de Lyon, 10-16 December 2018

 bandeau séminaire décembre 2018 def

Coordinators: Luc Trouche (IFÉ, ENS de Lyon) & Binyan Xu (ECNU, Shanghai)

A seminar in the thread of a four years scientific collaboration

From 1014, the researchers in the field of mathematics education in both sides (ECNU and ENS de Lyon) have developed, in the frame of the ProSFER and JoRISS programs, a strong and continuous cooperation, resulting in:

Actors picture

These PhD and projects have involved till now five researchers: Binyan Xu & Jiansheng Bao at ECNU; Sophie Soury-Lavergne, Jana Trgalová and Luc Trouche at ENS de Lyon. Binyan Xu was invited by ENS de Lyon in May 2018 for deepening this collaboration, in the perspective of the 14th international congress of mathematics education (ICME-14), to be held in ECNU in 2020 (Jiansheng Bao and Binyan Xu being co-chairs of the organizing committee, and members, with Luc Trouche, of the International Program Committee).

The seminar in Lyon, from December 10th to 14th, is funded by the JoRISS platform. Welcoming Jiansheng Bao and Binyan Xu, it is dedicated to working with the whole group of co-supervised students, in the perspective of submitting a Discussion Group to the ICME-14 conference. This page gives access to the program of the seminar, the abstract and the slides of each presentation.

The seminar program

The seminar is organized on the basis of: plenaries (each morning), questioning the problematique, methodology and preliminary results of each PhD; three lectures (given by Jana Trgalova, Binyan Xu and Jiansheng Bao) and working sessions gathering each student and his/her supervisors. The seminar is held in the French Institute of Education.

Monday 10th December

  • 9:30am - Opening by Philippe Maurin, head of the International affairs office (ENS de Lyon) and Luc Trouche, French coordinator of the JoRISS educational research platform.

  • 9:45am - The seminar challenges (slides), on the French side (Luc Trouche & Sophie Soury-Lavergne) and on the Chinese one (Binyan Xu & Jiansheng Bao)

  • 11am - Opening lecture by Jana Trgalová: Dynamic geometry and its manifold usages: implications for modeling (slides).
    Dynamic geometry (DG) software is perhaps the most widely used digital technology. Its usages are often teacher-centered and limited to illustrating geometric properties. Drawing on research highlighting various functions of dragging, I will present manifold usages allowed by DG affordances and discuss their possible exploitation for mathematics modeling.
    References
    Greefrath, G., Hertleif, C., & Siller, H.-S. (2018). Mathematical modelling with digital tools - a quantitative study on mathematising with dynamic geometry software. ZDM - Mathematics Education, 50(1/2), 233–244.
    Trgalová, J., & Jahn, A. P. (2013). Quality issue in the design and use of resources by mathematics teachers. ZDM – Mathematics Education, 45(7), 973–986.

  • 2pm-3:30pm - Meeting of Chongyang Wang with her co-supervisors

  • 3:30pm-5pm - Meeting of Luxizi Zhang with her co-supervisors

photo participants séminaire 2018

Tuesday 11th December

  • 9am - Plenary session around Luxizi Zhang's PhD: Variations in the teaching of functions (slides)
    Teaching and learning mathematics through variation has a long history in China and has been used consciously or unconsciously by teachers (Bao et al., 2003). To figure out and analyze the situation of teaching through variation in France and also in China, I will present a preliminary model of variation based on the present theoretical frameworks, teachers’ documentation work (Gueudet & Trouche, 2009) and also the observation in class focusing on the teaching of function.
    References
    Bao, J., Huang, R., Yi, L., & Gu, L. (2003). Continued study of “Bianshi Jiaoxue” [Teaching with variation]. Mathematics Teaching, 2, 6-10.
    Gueudet, G., & Trouche, L. (2009). Towards new documentation systems for mathematics teachers? Educational Studies in Mathematics, 71(3), 199-218.

  • 10am - Reactions by Gilles Aldon, Jiansheng Bao and Luc Trouche, and discussion

  • 11am - Workshop on selected data

  • 2pm - Lecture, by Jiansheng Bao: Practice-based Competency for Mathematics Teachers: a New Teacher Professional development model (slides)
    The purpose of this presentation is to introduce a new model for teacher professional development, which focus on teaching practice-based competency. The model is structured into three main parts: the knowledge base for instruction; the process of classroom teaching and learning; and, the teacher’s believe system. This programme involves the creation of several series of hypermedia video-cases on teaching and learning designed to facilitate mathematics teachers’ professional development. Each of these video-cases consists of lesson clips, case questions, interviews with experts, comments by peers, responses by students and other related resources. The study has implications pertaining to the use of technology in teacher development, the production of hypermedia video-cases, as well as research on case-based pedagogy and pedagogy in general.
    References
    Bencze, L., Hewitt, J., & Pedretti, E. (2001). Multi-media case methods in pre-service science education: Enabling an apprenticeship for praxis. Research in Science Education, 31, 191-209
    Harris, R. C., Pinnegar, S., & Teemant, P. (2003). Using video ethnographies for preservice teachers’ development in self-study. Presentation at the annual meeting of the American Educational Research Association, New Orleans, Louisiana, April 24–28

  • 3:30pm-5pm - Meeting of Fangchun Zhu with his co-supervisors / Meeting of Mingyu Shao with her co-supervisors

Wednesday 12th December

  • 9am - Plenary session around Fangchun Zhu's PhD: How teachers integrate dynamic geometry software into mathematics: instrumental orchestration in Chinese mathematics lesson? (slides)
    With the broad use of technology, we pay more attention on the effects of technology in mathematics teaching and learning. But teachers always face difficulties in using technology in mathematics lessons. Instrumental orchestration (Trouche (2004), Drijvers et al. (2010)) helps us make deep understanding how teachers organize mathematics lessons with technology. I will show some examples in China to describe the features of Chinese mathematics lessons with dynamic geometry.
    References
    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
    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(3), 281-307

  • 10am - Reactions by Gilles Aldon, Binyan Xu and Sophie Soury-Lavergne, and discussion

  • 11am - Workshop on selected data

  • 2pm - Discussions in Chinese between the students and their supervisors

chongyang presenting

Thursday 13th December

  • 9am - Plenary session around Chongyang Wang's PhD: Towards a refined model of Documentation Expertise (DE): characters and preferences seeing from two contrasting cases (slides)
    This presentation starts from a first DE model, in which DE is proposed as containing two dimensions (static and dynamic), evidenced in resource system and documentational genesis, based on a pilot study (Pepin et al., 2016) and literature review work. After adapting and verifying this DE model in two contrasting cases of China and France (Wang, 2018), this presentation proposed a refined model of DE.
    References
    Pepin, B., Xu, B., Trouche, L., & Wang, C. (2016). Chinese expert teachers resource systems: a window into their work and expertise. Educational studies in Mathematics, 94(3), 257-274 (online)
    Wang, C. (2018). Mathematics teachers’ expertise in resources work and its development in collectives. A French and a Chinese Cases. In L. Fan, L., Trouche, C. Qi, S. Rezat, & J. Visnovska (Eds.), Research on Mathematics Textbooks and Teachers’ Resources: Advances and issues (pp. 193-213). Cham: Springer

  • 10am - Reactions by Anita Messaoui (PhD student), Binyan Xu and Luc Trouche, and discussion

  • 11am - Workshop on selected data

  • 2pm - Lecture, by Binyan Xu: Development of mathematical competencies oriented mathematics curriculum in China (slides)
    Entering the 21st century, the Chinese government has directed education to develop tasks to deepen education reform, optimize education structure and push forward the implementation of quality education. Recently, Ministry of Education in China (MOE) published the newest Chinese mathematics curriculum standard, it explicitly emphasized the development of mathematical competencies of individual student. Accordingly, standard-based textbooks are developed and classroom teaching experiments are implemented. In the seminar we will share the ideas of mathematical competencies and discuss about challenges of enacting such intended curriculum.neral.
    References
    Xu, B. (2013). The development of school mathematics textbooks in China since 1950. ZDM - Mathematics Education, 45(5), 725–736.

  • 3:30pm-5pm - Meeting of Chongyang Wang with her co-supervisors / Meeting of Mingyu Shao with her co-supervisors

photo communication Binyan

Friday 14th December

  • 9am - Plenary session around Ming-Yu Shao's PhD: Identification of hypothetical learning trajectories (HLT) and its inspiration to technology enhanced learning under the joint frame of China and France (slides)
    The presentation will start from the main results of my Master’s thesis——a hypothetical learning trajectory’(HLT, Clement & Sarama, 2004) in analytic geometry identified according to some cognitive development theories and the comparative analysis of several countries’ curriculum standards. on this basis we turn our attention to the design of didactical situations and tasks that could make full use of the opportunities the DGS offers for supporting student’s progress along with the HLT, under the joint framework of China and France. Some current reflection for starting this work, including an overall comparison of French and Chinese curriculum contexts will also be given (Gueudet et al. 2017, Shi, 2018).
    References
    Gueudet, G., Bueno-Ravel, L., Modeste, S., & Trouche, L. (2017). Curriculum in France. A national frame in transition. In D. Thompson, M. Huntley, & C. Suurtmamm (Eds.), International Perspectives on mathematics Curriculum, pp. 41-70, IAP
    Clements, D.H., & Sarama, J. (2004). Learning trajectories in mathematics education. Mathematical Thinking & Learning, 6(2), 81-89
    Shi, N. (2018). 中小学数学课程改革——从“双基”到数学核心素养. [Maths curriculum reform in middle and primary schools: from “double bases” to “mathematics core literacies”.] 新课标教师培训讲座 [The report of “new curriculum” for teacher training]

  • 10am - Reactions by Christian Mercat, Jiansheng Bao and Jana Trgalova, and discussion

  • 11am - Workshop on selected data

  • 2pm - Perspectives for ICME-14, towards a discussion group contrasting mathematics teachers' resources in China and in France?

  • 3:30pm-5pm - Meeting of Chongyang Wang with her co-supervisors / Meeting of Luxizi with her co-supervisors

Additional information on the seminar to be asked to Luc Trouche.

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