La 25ème étude ICMI, qui s’intéresse aux « enseignants de mathématiques travaillant et apprenant dans des groupes collaboratifs » (présentation en anglais de la thématique et du comité scientifique ci-dessous), est lancée…
Le document de discussion est téléchargeable ici. L’étude est organisée autour de quatre thèmes: Theoretical perspectives on studying mathematics teacher collaboration; Contexts,forms and outcomes of mathematics teacher collaboration; Roles, identities and interactions of various participants in mathematics teacher collaboration (e.g., lead teachers, facilitators, mathematicians, researchers, policy makers); Tools and resources used/designed for teacher collaboration and resulting from teacher collaboration.
Les papiers (8 pages max.) doivent être soumis avant le 30 juin 2019 (réponses avant le 30 septembre)
– La conférence aura lieu à Lisbonne du 3 au 7 février 2020
– Le site de la conférence sera ouvert sous peu icmistudy25.ie.ulisboa.pt
Une occasion importante de communiquer pour les chercheur.e.s du domaine. Chaque étude ICMI donne matière à un ouvrage de référence qui fait le point, au niveau international, sur une question donnée et sur les perspectives qu’elle ouvre.
ICMI Study 25 on Mathematics teachers working and learning in collaborative groups
ICMI is happy to announce the launching of a new ICMI Study on Mathematics teachers working and learning in collaborative groups. The following briefing was issued to inform the community and to guide the work of the recently appointed International Program Committee, which will lead the Study through all its stages.
The idea of mathematics teachers working and learning through collaboration is gaining increasing attention in educational research and practice, particularly since the report on Lesson Study in Japan from the TIMSS classroom video study. Across education systems and at all educational levels, mathematics teachers work and learn through various forms of collaboration, which might contribute to their learning and development in different ways. Efforts to understand what teachers do as they work in collaborative groups, and how this leads to improvement in their practice and expertise, has led to increasing interest in examining the different activities, processes, and contexts for teacher collaboration around the world. The work completed by the ICME-13 Survey Team on this theme is evidence of the considerable international interest in research on teachers working and learning through collaboration. However, the ICME-13 Survey also identified several gaps and limitations, not only in the existing research base but also in the Survey’s coverage of relevant topics within the theme, which highlights the need for the proposed ICMI Study.
The Study’s theme implies a focus on teachers as they work within teams, communities, schools and other educational institutions, teacher education classes, professional development courses, local or national networks – that is, in any formal or informal groupings. Teachers’ collaborative work might also include those who support their learning and development, such as trainers or coaches, mentors, or university academics. Collaboration can extend over different periods of time, and take place in face-to-face settings or at a distance. The role of online platforms and technology-enabled social networks is an additional focus in supporting “virtual” collaboration.
Because there are different ways of understanding teacher collaboration and its characteristics, enablers, and consequences, the Study would include multiple theoretical, methodological, and contextual perspectives. It will be particularly important to solicit contributions from teachers as well as researchers, so that teachers’ voices are given equal prominence in accounts of their learning. Likewise, the Study will acknowledge that learning is mutual, that is, that those who work collaboratively with teachers to develop their practice are also learning from these interactions.
Some of the areas and questions that the Study would investigate are:
– Conceptualising and enacting collaboration
– Supporting and researching teachers’ work and learning through collaboration
– Goals of collaboration
– Resources for teacher collaboration
– Cultural and political contexts for teacher collaboration
– Cross cutting issues in studying and supporting teacher collaboration
The International Program Committee appointed by the ICMI Executive Committee is constituted by the following researchers and mathematics educators with experience in this theme:
Hilda Borko (Co-Chair, Stanford University, USA)
Despina Potari (Co-Chair, Athens State University, Greece)
Joao Pedro da Ponte (University of Lisboa, Portugal)
Shelley Dole (University of the Sunshine Coast, Australia)
Cristina Esteley (National University of Cordoba, Argentina)
Rongjin Huang (Middle Tennessee State University, USA)
Ronnie Karsenty (Weizmann Institute of Science, Israel)
Takeshi Miyakawa (Joetsu University, Japan)
Ornella Robutti (University of Turin, Italy)
Luc Trouche (Ecole Normale Supérieure de Lyon, France)
Ex Officio members: Jill Adler (ICMI President), Abraham Arcavi (ICMI Secretary General).