Argument

Ten years ago these theoretical and practical needs led to the proposal of a new frame, the documentational approach to didactics, in the field of mathematics education (Gueudet & Trouche, 2009). This approach has developed in relation to other approaches in the field, in France and internationally. It has resulted in approximately twenty theses, crossed other theoretical frames throughout the development of research programs at the national level (ANR ReVEA in France for example) or international (European projects such as MC2, projects in Argentina, Brazil, China, Lebanon or Senegal). The initial field, mathematics at secondary school, has been expanded from Kindergarten to University, and to other fields of application: languages, biology, chemistry, physics.

Alongside these developments the approach has been enriched by new concepts (“daughter resources”, “mother resources”, meta-resources, disciplinary affinity, documentational incident, documentational expertise or documentational trajectory); the methodology of reflective investigation has developed in several directions, in particular for the analysis of collective forms of documentation work. At the same time new questions have emerged, highlighting the need for new research programs. It is to take stock of these advances and questions that a three-day conference is organized in Lyon (France) in May 2010. This conference will give matter to a book, that will be published in the Springer series Advances in Mathematics Education.

Working Groups 

The Working Groups (WG) at the Resources Conference constitute an essential place for presentation, discussion, and collective work on specific topics related with resources. Each WG is managed by a team of two/three researchers. The WGs will work during 6 hours over 3 parallel sessions (cf. program), and will make a plenary presentation synthesizing their work at the end of the conference. They will also produce a chapter in the proceedings of the conference. There are four WG, whose specific call for papers are presented below. Each contribution has to be situated in a given WG, written in English, and sent to the conference address before October 15^th (see the conference agenda). Two kinds of contributions are possible: oral presentation or poster. The submissions are 4 pages long (oral presentation) or 2 pages (poster), both in the conference template.

WG 1. Teachers’ resource systems, their structure, their evolution, their mapping

Coordinators: Jana Trgalova (University of Lyon, France) & Moustapha Sokhna (Université Cheikh Anta Diop, Dakar)

An important facet of teachers’ work, done outside the classroom, consists in searching for, selecting and gathering resources for lesson and assessment preparation, for inquiring about institutional requirements and constraints or for professional development. The working group focuses on issues related to this aspect of teachers’ work.

WG 2. Analyzing teachers’ work with resources, methodological issues

Coordinators: Catherine Loisy (ENS de Lyon, France) & Hussein Sabra (Université de Reims, France)

Analyzing teachers' work with resources requires considering the work of teachers ‘as a whole’. Actually, teachers' interaction with resources is deployed in space and time. This involves taking into account activities in and out of the classroom, at home, in the lab rooms, computer rooms, etc. In addition, a teacher interacts with his/her resources from previous years, for different teaching objectives, derived from his/her involvement in different collectives over time. All of these interactions with resources determine his/her teaching experience and his teaching beliefs. Furthermore, redoubtable methodological issues would have to be taken into account, with consideration on the teaching content knowledge and on the level of teaching. The “versatility” of primary teachers determines their interactions with resources in a different way, than for secondary teachers, or higher education lecturers who have generally a dual role of teacher and of researcher. 

WG 3: Instrumentation, competencies, design capacity, expertise

Coordinators: Sebastian Rezat (University of Paderborn, Germany) & Carole Le Henaff (University of Western Brittany, France)

Teachers use resources in order to support their teaching, to support students’ learning, and to advance their own pedagogical and content knowledge. Using resources requires particular knowledge and skills. These are conceptualized within different theoretical frames as competencies, aspects of design capacity, teacher expertise, professional knowledge, or utilization schemes within the instrumentation process. The working group focuses on empirical studies, theoretical advancements and methodological contributions related to these aspects of using resources within the documentational approach or other frameworks.

WG 4: Transitions towards digital resources: change, invariance, and orchestration

Coordinators: Paul Drijvers (Utrecht University, the Netherlands), Verônica Gitirana (Federal University of Pernambuco, Brazil), and John Monaghan (Agder University, Norway & University of Leeds, U.K.) 

Digital resources have become an important part of teachers’ and students’ resource systems. The integration of digital resources into teaching and learning practices, however, raises many questions to teachers and educators. In this Working Group, the issues will be addressed from theoretical perspectives, including instrumental genesis, instrumental orchestration and documentational genesis.

Conference agenda

• July 1st 2017, opening of registrations and submissions

• October 15th 2017, deadline for initial submissions to the Working Groups

• December 1st 2017, revisions requested sent to authors
• January 15th 2018, deadline for revised version submissions
• February 1st 2018, answers to the authors
• February 15th 2018, early registration
• April 15th 2018, deadline for registration
• May 28-29-30th 2018, Re(s)sources conference
• September 15th 2018, final versions of the texts for the proceedings

November 1st 2017

• Interactions with plenary speakers
• Sequencing learning activities – roles of didactic metadata
• Webdocs for collaborative analysis of teachers’ interactions with resources
• How dealing with a diversity of languages when analyzing teachers’ resources could help to deepen the concepts of the domain?

Fees (including lunchs and dinners)

Before February 15th : students 100 euros, researchers/teachers 220 euros, accompanying persons 80 euros
Before April 15th : students 120 euros, researchers/teachers 280 euros, accompanying persons 80 euros 

Scientific committee

Coordination : Luc Trouche (Institut français de l'éducation, Ecole Normale Supérieure de Lyon, France)

• Jill Adler (University of Witwatersrand, South Africa),
• Paul Drijvers (Utrecht University, Netherlands),
• Veronica Gitirana (Universidade Federal de Pernambuco, Brazil),
• Ghislaine Gueudet (University of Western Brittany, France),
• Carole Le Henaff (University of Western Brittany, France),
• John Monaghan (University of Agder, Norway & University of Leeds, UK),
• Birgit Pepin (Technical University of Eindhoven, Netherlands),
• Janine Remillard (University of Pennsylvania, USA),
• Sebastian Rezat (Universität Paderborn, Germany),
• Hussein Sabra (Université de Reims, France),
• Moustapha Sokhna (Université Cheikh Anta Diop, Sénégal),
• Luc Trouche (ENS de Lyon, France),
• Binyan Xu (East China Normal University, China)