A documentational approach of
didactics. Roots and dynamics
Luc Trouche
French Institute of Education, ENS de Lyon
Sør-Trøndelag University College, March 2013
As a beginning…
Plan
•
•
•
•
Instrumental approach, potential and weakness
Taking into account teacher’s role in orchestrating learning situations
Understanding the true role of teachers in a changing digital world
Crossing theoretical frameworks, towards a documentational
approach of didactics
• Questions and current research
The instrumental approach (Guin &
Trouche 1999), motivated by:
• The rapid evolution and
proliferation of tools in
mathematics classroom;
• Their influence on both students
activity and conceptualisation.
An approach rooted in Vygotski
theory (the word artefact situates
human activity in a world of culture
and history) and in Piaget theory (the
notion of scheme).
A developmental approach of learning
Instrumental genesis
Once upon a time…
An artefact
A subject
Instrumentation
Instrumentalisation
An instrument = a part
of the artefact +
utilisation scheme
Artefacts
Mains results
Instrumental geneses
The fruitful notion of system of
instruments (from a system of
tasks and a set of artefacts)
A focus on instrumentation
Instrumentalisation:
underestimated
The unexpected complexity and
diversity of instrumental geneses
Where is the teacher?
A subject
Instrumentation
Instrumentalisation
Instruments = part of
artefacts + utilisation
schemes
Orchestration!
The idea of necessary external
steering of students instrumental
geneses, to help the construction of
efficient instrument systems
An instrumental orchestration is
defined by didactic configurations
(i.e., the layout of the artifacts
available in the environment, with
one layout for each stage of the
mathematical treatment) and by
exploitation modes of these
configurations (Trouche 2004)
For the teacher: need for meta
artifacts, for new resources (a lot of
them provided by Internet)
Understanding the role of teachers
in the digital age
Google to know himself/herself
• Sesamath
Changes of
words, or
paradigm
shift?
From an instrumental to a documentational approach of
didactics, from dialectic artefact / instrument to dialectic
resources / document
• Taking into account major technological developments
• Hybridization with an approach coming from the field of
information architecture (Pedauque 2006) and curriculum
material (Remillard 2005)
• An deeper understanding of concepts as instrumentalisation,
geneses, emerging of new concepts (resource systems)
Changes of
words, or
paradigm
shift?
From an instrumental to a documentational approach of
didactics, from dialectic artefact / instrument to dialectic
resources / document
• Taking into account major technological developments
• Hybridization with an approach coming from the field of
information architecture (Pedauque 2006) and curriculum
material (Remillard 2005)
• An deeper understanding of concepts as instrumentalisation,
geneses, emerging of new concepts (resource systems)
Change of
words, or
paradigm
shift?
From an instrumental to a documentational approach of
didactics, from dialectic artefact / instrument to dialectic
resources / document
• Taking into account major technological developments
• Hybridization with an approach coming from the field of
information architecture (Pedauque 2006) and curriculum
material (Remillard 2005)
• An deeper understanding of concepts as instrumentalisation,
geneses, emerging of new concepts (resource systems)
As a conclusion…
•
•
•
•
•
Half baked theories as boundary objects (Kynigos)
A "good distance" between theories, provided fruitful crossovers?
Hybridization (crossbreeding) requires successful theoretical
reasons to be (= problem solving) and a long companionship
The theoretical diversity as a condition of scientific development
Beyond ... For a plurality of scientific approaches ...
As a conclusion…
Recursos relacionados:
- Por su pertenencia a un mismo directorio
- Por su participación en la misma situación
- Debido a que son controlados por el mismo conocimiento
profesional
Schematic Representation of Resource system
First appointment
Discussion of
methological tools
and agenda of the
follow up
Guided visit of
the resources
“Instruction to
the double”
SRRS
Week 1
Observation of a
lesson
(videotaped)
Interview just
before and after
Week 2
Autoconfrontation with
the video
Back to resources
and SRRS
Week 3
Logbook
Date
Place Actors Objectives
Resources
used
Resources Storage,
produced
reorganisation
Interaction Documentation Logbook (CDL)
Individual
questions…
Three
teachers
collectives
IDL
Community Documentation Logbook (CDL)
CDL
CDL
One
community
of practice
Effects on the documentation of a teacher
through her interactions with different
collectives (Hammoud et al. 2010)
CDL
Student (vs Teacher) Class Logbook (SCL/TCL)
SCL
Follow up of the design of an
online textbook by a Sesamath
working group, analysis of the
interactions between individual
and collective documentation
work (Sabra & Trouche, to be
published)
TCL
A
class
SCL
Effects of the joint action of a teacher
and her students on her resource system
(Aldon 2011)
Interaction Documentation Logbook (CDL)
Collective
questions…
Three
teachers
collectives
IDL
Community Documentation Logbook (CDL)
CDL
CDL
One
community
of practice
Effects on the documentation of a teacher
through her interactions with different
collectives (Hammoud et al. 2010)
CDL
Follow up of the design of an
online textbook by a Sesamath
working group, analysis of the
interactions between individual
and collective documentation
work (Sabra & Trouche, to be
published)
Teacher Class Logbook (TCL)
TCL
A
class
Effects of the joint action of a teacher
and her students on her resource system
(Aldon 2011)
Current research
A special issue of ZDM, The International Journal on Mathematics
Education: Pepin, B., Gueudet, G., & Trouche, L. (Eds.) (to be
published). Re-sourcing teacher work and interaction: new
perspectives on resource design, use and teacher collaboration
A French-Chinese project, involving Trondheim. French-Chinese Lab
for Comparing Curricula in Science Education. Applying this
methodology to compare the documentation work of two teachers
teaching statistics.
A conceptual work, crossing several theoretical approaches, didactics,
information architecture, anthropology.
References
Adler, J. (2000). Conceptualising resources as a theme for teacher education. Journal of
Mathematics Teacher Education, 3, 205–224.
Aldon, G. (2011). Interactions didactiques dans la classe de mathématiques en
environnement numérique : construction et mise à l'épreuve d'un cadre d'analyse exploitant
la notion d'incident, PhD, Université Lyon 1.
Gueudet, G., & Trouche, L. (2009), Towards new documentation systems for mathematics
teachers? Educational Studies in Mathematics, 71(3), 199-218.
Gueudet, G., Pepin, B., & Trouche, L. (Eds.) (2012), From Text to ‘Lived’ Resources:
Mathematics Curriculum Materials and Teacher Development. New York: Springer
Guin, D., & Trouche, L. (1999), The Complex Process of Converting Tools into Mathematical
Instruments. The Case of Calculators, The International Journal of Computers for
Mathematical Learning, 3(3), 195-227
Hammoud, R., Le Maréchal, J.-F., & Trouche, L. (2010). Démarches d’investigation : conceptions et usages de ressources,
impact du travail collectif des professeurs. In C. Loisy, J. Trgalova & R. Monod-Ansaldi, Ressources et travail collectif dans la
mise en place des démarches d’investigation dans l’enseignement des sciences, pp. 67-76, INRP.
Pedauque, R. T. (coll.) (2006). Le document à la lumière du numérique. Caen : C & F éditions
Pepin, B., Gueudet, G., & Trouche, L. (Eds.) (to be published). Re-sourcing teacher work and interaction: new perspectives
on resource design, use and teacher collaboration, special issue of ZDM, The International Journal on Mathematics
Education.
Remillard, J.T. (2005). Examining key concepts in research on teachers’ use of mathematics curricula. Review of Educational
Research, 75(2), 211–246.
Sabra, H., & Trouche, L. (to be published). Designing digital resources within communities of practice: A route to develop
mathematics teachers’ knowledge. In A. Clark-Wilson, O. Robutti & N. Sinclair, The Mathematics Teacher in the Digital Era:
An International Perspective on Technology Focused Professional Development. New York: Springer.
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, 281-307
Wenger, E. (1998). Communities of practice. Learning, meaning, identity. Cambridge: Cambridge University Press.
Websites
A website dedicated to this approach:
http://educmath.enslyon.fr/Educmath/recherche/approche_documentaire
A website dedicated a collaborative work on bibliography:
http://www.zotero.org/groups/approche_documentaire_du_did
actique
A diffusion measured by Google…