Lesson Studies en didactique des mathématiques - Adaptations et pertinence d'un dispositif de formation initiale au service de l'enseignement au secondaire I

Diplôme Thèse Lesson Studies en didactique des mathématiques - Adaptations et pertinence d'un dispositif de formation initiale au service de l'enseignement au secondaire I fre 2024 2024 author Presutti Sara 0000-0002-6336-9492 930534 director Dorier Jean-Luc 0000-0002-6023-6029 648834 Section des sciences de l'éducation (SSED) director Clivaz Stéphane 663515 10.13097/archive-ouverte/unige:180061 urn:nbn:ch:unige-1800618 FPSE 885 This thesis focuses on lesson study (LS) in the context of initial teacher education for prospective mathematics teachers. Following its international popularization outside Asia in the 2000s, LS has been predominantly implemented with in-service teachers. Its application in initial teacher training is more recent and complex, as the constraints inherent to this context may alter its key elements. The first part of the research examines hence the design of an initial teacher training based on LS, its features, and the necessary adjustments to adapt it to this particular context, as well as the impact of these adjustments on LS key elements. The second part of the research explores its relevance, e.g. the potential contributions of such training for teacher educators and prospective teachers. To address these questions, a course about the teaching of integer numbers was designed and implemented for prospective mathematics teachers at secondary level in the Canton of Vaud, Switzerland. It was analyzed from the perspective of Brusseau's Theory of Didactic Situations, particularly the couple milieu-didactical contract, combined with the analysis of the activities and postures of the prospective teachers, inspired by Robert and Rogalski's Double Didactic and Ergonomic Approach. The results of these study show a gradual reinforcement of the key characteristics of LS during the training, evidenced by the evolution of the didactical contract and the participants' postures. Additionally, three types of games of the teacher educator on the couple milieu-didactical contract emerged and were linked to the development of the prospective teachers' mathematical and didactical knowledge. These results provide ways for better enhancing the initial training offer in mathematics education through the integration of the LS approach. Lesson study Initial teacher education Theory of situation Milieu Didactical contract Integer numbers Formation initiale Contrat didactique Postures Nombres relatifs Dewey 370 109 Section des sciences de l'éducation 72 false 622 Didactique des mathématiques à Genève (DiMaGe) d8783952-2fbf-4bf2-a0b4-b049f31befd7 Thesis Public file.pdf 14191444 application/pdf a8d2d00078ab6c301bd56c951ddffa3e21aef7127b9c9495ea66cde79b1defda 7351558c-c704-40d2-8e10-e3c960ca7f0c Appendix Public Annexes_Presutti.pdf 14312647 application/pdf b301b83f7005c29fe18f8fd49155b4db9fabbef03d6d850f136e17e064aa7a71 17e6302b-8170-436a-adc6-889ab19438b9 Imprimatur Public Imprimatur_Presutti.pdf 1225035 application/pdf 8fa81d149f5414f3d8c9e7b10866a4e6580bada46b53c62e9928f9747b54f883 openAccess Faculté de psychologie et des sciences de l'éducation / Section des sciences de l'éducation

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Lesson Studies en didactique des mathématiques - Adaptations et pertinence d'un dispositif de formation initiale au service de l'enseignement au secondaire I				2024	230	120

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Presutti, Sara

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