INTERGEO QUALITY
ASSESSMENT PROCESS:
A tool for teacher professional development?
Ana Paula Jahn (UNIBAN, São Paulo, Brazil)
Sophie Soury-Lavergne, Jana Trgalova
(EducTice, INRP, Lyon, France)
Context
ICT integration
Insufficient :
- lack of Short
resource
term
accurate
description
Analysis
of ready- quality
notresources
guaranteed
made
- difficulty
resource
Lack ofofmonitoring
(Hendriks
et al.
appropriation
after
the2008)
courses
(Robertson 2006)
• Gap between institutional discourses and
reality (Artigue 2000)
• Case of dynamic geometry
– Rare and not relevant usage
• Teacher professional development
– Traditional teacher training courses
– Sharing pedagogical resources (Internet)
CADGME, Hluboka nad Vltavou (CZ), 29 June - 1 July 2010
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Context
Intergeo project
• Obstacles to DGS integration in teaching
practices
– Software-dependant
exploitation of pedagogical
resources
– Difficulty to find relevant
resources (lack of metadata)
– Quality of available
resources not guaranteed
CADGME, Hluboka nad Vltavou (CZ), 29 June - 1 July 2010
DGS interoperability
A platform with resources
described accurately by
international metadata
Quality assessment
process
3
Quality assessment process
I2geo platform
• Any platform user can
contribute by:
– depositing a resource
– reviewing any available resource
• Objectives of the quality
process:
– continual improvement of the
resources (content and metadata
description)
– search engine takes account of
results of quality reviews
CADGME, Hluboka nad Vltavou (CZ), 29 June - 1 July 2010
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Quality assessment process
Quality process (Trgalova et al., 2009)
• Reviews using
a questionnaire
– Math content
– Didactical aspect
– Pedagogical
WORKSHOP
aspect
Thursday July 1st
– DG added value
– Ergonomic
aspect
–…
CADGME, Hluboka nad Vltavou (CZ), 29 June - 1 July 2010
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Impact on teacher professional development
First experiment
22 Brazilian teachers (Jahn et al. 2008)
• Aims:
– Identify what a quality resource is for the teachers
– Test relevance and clarity of the questionnaire items
• Method:
– A priori analysis of a specifically designed resource in order
to control its features
• Multi-files resource, activity specific to DG, complex tools…
– Use of an experimental version of the questionnaire
• centred on some indicators (mathematical and instrumental
quality, potentiality of dynamic geometry and didactical
implementation)
• open questions to bring forward teachers’ spontaneous
answers and elements of the resource that may be helpful for
its appropriation
CADGME, Hluboka nad Vltavou (CZ), 29 June - 1 July 2010
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Impact on teacher professional development
Results of the first experiment
• Quality criteria mentioned spontaneously:
– elements allowing to understand pedagogical
goals and the overall organization of activities
proposed by the resource
– description of complex tools and functionalities
– possible students’ strategies
– indications on the teacher’s role
Relevance of criteria and indicators
proposed in the questionnaire
CADGME, Hluboka nad Vltavou (CZ), 29 June - 1 July 2010
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Impact on teacher professional development
Results of the first experiment
• Items appreciated as a means to get a deeper insight
into the resource – foster resource appropriation:
– added value of DG
• many different usages
• role of the dragging
Questionnaire as a tool for teacher development:
– to highlight strengths and weaknesses of a resource
– to help more relevant exploitation of a resource
CADGME, Hluboka nad Vltavou (CZ), 29 June - 1 July 2010
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Impact on teacher professional development
Second experiment
6 French teachers (Baudoin 2009)
• Aims:
– Identify what a quality resource is for the teachers
– Test relevance and clarity of the questionnaire items
• Method:
– Selection of three resources with a same math content,
same school level, same DGS
– A priori analysis of each resource by pairs of teachers
• criteria for the choice of one of the resources to be used with
their students
• suggestions for possible improvement of the resources
CADGME, Hluboka nad Vltavou (CZ), 29 June - 1 July 2010
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Impact on teacher professional development
Results of the second experiment
• Contradictory opinions of the teacher pairs:
– Ambiguous vocabulary and formulations of some items
– User’s professional experience modify the way the user
perceives the quality of a resource
• Didactical knowledge, experience with ICT use in teaching
• Criteria impacting the choice of a resource:
– Validity of the mathematical content
– Coherence between math activities and DG figures
– DG added value
Re-formulation of ambiguous items
Different perceptions of quality resources =>
relevance of multi-criteria questionnaire
CADGME, Hluboka nad Vltavou (CZ), 29 June - 1 July 2010
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Impact on teacher professional development
Third (long-term) experiment
7 French teachers involved in the Intergeo project
• Researchers and teachers collaborating on quality issues:
– Paying attention to accessibility of questionnaire items to teachers
– Contributing, reviewing, testing resources
– Providing feedback on the platform and its tools
• A “logbook”, methodological tool to monitor teachers’ work with
the platform
– Searching for resources – what terms, keywords? relevance of the
search engine?
– Exploiting relevant resources – what criteria for the choice of the
ones to be reviewed?
– Resource review using the questionnaire
– Testing the reviewed resource in class
– Resource review using the questionnaire after the test and
suggesting modifications to improve the resource
CADGME, Hluboka nad Vltavou (CZ), 29 June - 1 July 2010
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Impact on teacher professional development
Preliminary results
• Evolution of teachers’ practices:
– Using i2geo platform for everyday teaching
– Looking first for available resources instead of building a
new ones from scratch
• I2geo: source of resources and/or inspiration
– Resource reviews becoming more expert
– Sharing resources and experience with colleagues
– Reflecting on their practices
CADGME, Hluboka nad Vltavou (CZ), 29 June - 1 July 2010
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Conclusion
• A questionnaire as a tool for resource designers:
– Providing “guidelines” for building quality resources
– Pointing out elements of a resource that can be improved
• A questionnaire as a tool for development of
teachers’ professional skills:
– Framing the analysis of a resource for a better appropriation
and adaptation to a particular class context
– Fostering ICT integration
CADGME, Hluboka nad Vltavou (CZ), 29 June - 1 July 2010
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References
•
•
•
•
•
Artigue, M. (2000), Instrumentation issues and the integration of computer
technologies into secondary mathematics teaching.
http://webdoc.gwdg.de/ebook/e/gdm/2000/artigue_2000.pdf
Hendriks, M. (2008), Status quo report on DGS usage. Intergeo project
deliverable D5.1, January 2008.
http://www.inter2geo.eu/files/i2g_status_quo_report_jan2008.pdf
Jahn, A.P., Trgalova, J., Soury-Lavergne, S. (2008), Analyse de ressources
pédagogiques et amélioration de leur qualité : le cas de la géométrie
dynamique. 2e SIPEMAT, Recife (Brésil), Juillet 2008.
Robertson, A. (2006), Introduction aux banques d’objets d’apprentissage en
français au Canada. Rapport REFAD.
http://www.refad.ca/recherche/intro_objets_apprentissage/intro_objets_apprentis
sage.html
Trgalová, J., Jahn, A. P., Soury-Lavergne, S. (2009), Quality process for
dynamic geometry resources: the Intergeo project. CERME 6, January 28 –
February 1 2009, Lyon (France). http://www.inrp.fr/publications/editionelectronique/cerme6/wg7-12-trgalovajahnssl.pdf
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