المقاربة التوثيقية للديداكتيك

The documentational approach to didactics

Luc Trouche (1) , Ghislaine Gueudet (2) , Birgit Pepin (3) , Hussein Sabra , Jehad Alshwaikh

1 EA S2HEP - Sciences et Société ; Historicité, Éducation et Pratiques
2 CREAD - Centre de Recherche sur l'Education, les apprentissages et la didactique
3 TU/e - Technische Universiteit Eindhoven

The ‘Documentation Approach to Didactics’ is an entry of the Encyclopedia of Mathematics Education (Trouche, Gueudet & Pepin 2018). This entry has been updated in 2020 (Trouche, Gueudet & Pepin 2020). This article is an Arabic adaptation of this updated version. It is part of a collection, gathering such adaptations in 14 languages (https://hal.archives-ouvertes.fr/DAD-MULTILINGUAL). The documentational approach to didactics is a theory in mathematics education. Its first aim is to understand teachers’ professional development by studying their interactions with the resources they use and design in/for their teaching. In this text we briefly describe the emergence of the approach, its theoretical sources, its main concepts and the associated methodology. We illustrate these aspects with examples from different research projects. This synthetic presentation is written for researchers, but also for non-specialists (e.g. master students) interested in a first discovery of the documentational approach.

Mots clés: Teachers' collective work; Curriculum materials; Digital resources; Documentational geneses; Operational Invariants; Resource systems; Resources in/for teaching

Domaines: Histoire et perspectives sur les mathématiques [math.HO]; Education

Luc Trouche, Ghislaine Gueudet, Birgit Pepin, Hussein Sabra, Jehad Alshwaikh. المقاربة التوثيقية للديداكتيك. DAD-Multilingual, 2020. ⟨hal-02975689⟩