French Didactique des Mathématiques and Lesson Study: a profitable dialogue?

International Journal for Lesson and Learning Studies

Volumn 4, Issue 3, 2015, Pages 245-260

  Clivaz, Stéphane ^a  

^a UNIVERSITY OF LAUSANNE   (Switzerland)

Author keywords

Anthropological theory of the didactic; Didactique; Lesson Study; Mathematics; Theory of conceptual fields; Theory of didactical situations

Indexed keywords

EID: 84958955899     PISSN: 20468253     EISSN: 20468261     Source Type: Journal    
DOI: 10.1108/IJLLS-12-2014-0046     Document Type: Article

References (67)

1. Artigue, M. (1994), “Didactical engineering as a framework for the conception of teaching products”, in Biehler, R., Scholz, R.W., Strässer, R. and Winkelmann, B. (Eds), Didactics of Mathematics as a Scientific Discipline, Kluwer Academic Publishers, Dordrecht, Vol. 13, pp. 27-39, available at: http://link.springer.com/chapter/10.1007/0-306-47204-X_3 (accessed June 3).
2. Batteau, V. (2013), Une étude de l’évolution des pratiques d’enseignants primaires vaudois dans le cadre du dispositif de formation de lesson study en mathématiques, Canevas de thèse, FPSE, Université de Genève, Geneva.
3. Bosch, M. and Gascón, J. (2006), “Twenty-five years of the didactic transposition”, ICMI Bulletin, Vol. 58, pp. 51-63, available at: http://www.mathunion.org/fileadmin/ICMI/files/Publications/ICMI_bulletin/58.pdf (accessed June 3, 2015).
4. Brousseau, G. (1986), “Fondements et méthodes de la didactique des mathématiques”, Recherche en Didactique Des Mathématiques, Vol. 7 No. 2, pp. 33-115.
5. Brousseau, G. (1997), “Theory of didactical situations in mathematics” (Trans. and edited by N. Balacheff, M. Cooper, R. Sutherland and V. Warfield), Kluwer, Dordrecht.
6. Brousseau, G. (1998), Glossaire de quelques concepts de la théorie des situations didactiques en mathématiques, available at: http://guy-brousseau.com/wp-content/uploads/2010/09/Glossaire_V5.pdf (accessed January 3, 2015).
7. Brousseau, G. (2014), “Guy Brousseau”, available at: http://faculty.washington.edu/warfield/guy-brousseau.com/ (accessed January 3, 2015).
8. Brousseau, G., Brousseau, N. and Warfield, V. (2001), “An experiment on the teaching of statistics and probability”, The Journal of Mathematical Behavior, Vol. 20 No. 3, pp. 363-411, available at: www.sciencedirect.com/science/article/pii/S0732312302000780# (accessed January 3, 2015).
9. Brousseau, G., Brousseau, N. and Warfield, V. (2004), “Rationals and decimals as required in the school curriculum: part 1: rationals as measurement”, The Journal of Mathematical Behavior, Vol. 23 No. 1, pp. 1-20, available at: www.sciencedirect.com/science/article/pii/S0732312303000683 (accessed January 3, 2015).
10. Brousseau, G., Brousseau, N. and Warfield, V. (2007), “Rationals and decimals as required in the school curriculum: part 2: from rationals to decimals”, The Journal of Mathematical Behavior, Vol. 26 No. 4, pp. 281-300, available at: www.sciencedirect.com/science/article/pii/S0732312307000302 (accessed January 3, 2015).
11. Brousseau, G., Brousseau, N. and Warfield, V. (2008), “Rationals and decimals as required in the school curriculum: part 3: rationals and decimals as linear functions”, The Journal of Mathematical Behavior, Vol. 27 No. 3, pp. 153-176, available at: www.sciencedirect.com/science/article/pii/S0732312308000308# (accessed January 3, 2015).
12. Brousseau, G., Brousseau, N. and Warfield, V. (2009), “Rationals and decimals as required in the school curriculum: part 4: problem solving, composed mappings and division”, The Journal of Mathematical Behavior, Vol. 28 No. 2, pp. 79-118, available at: www.sciencedirect.com/science/article/pii/S0732312309000388 (accessed January 3, 2015).
13. Brousseau, G., Brousseau, N. and Warfield, V. (2014a), Teaching Fractions Through Situations: A Fundamental Experiment, Springer, Dordrecht.
14. Brousseau, G. and Gibel, P. (2005), “Didactical handling of students’ reasoning processes in problem solving situations”, Educational Studies in Mathematics, Vol. 59 Nos 1-3, pp. 13-58, available at: http://dx.doi.org/10.1007/s10649-005-2532-y (accessed January 3, 2015).
15. Brousseau, G., Sarrazy, B. and Novotná, J. (2014b), “Didactic contract in mathematics education”, in Lerman, S. (Ed.), Encyclopedia of Mathematics Education, Springer, pp. 153-159, available at: http://dx.doi.org/10.1007/978-94-007-4978-8_46 (accessed January 3, 2015).
16. Brousseau, G. and Warfield, V. (2014), “Didactic situations in mathematics education”, in Lerman, S. (Ed.), Encyclopedia of Mathematics Education, Springer, Dordrecht, pp. 163-170, available at: http://dx.doi.org/10.1007/978-94-007-4978-8_47 (accessed January 3, 2015).
17. Brousseau, G. and Warfield, V.M. (1999), “The case of gael”, Journal of Mathematical Behavior, Vol. 18 No. 1, pp. 7-52, available at: www.sciencedirect.com/science/article/pii/S0732312399000206 (accessed January 3, 2015).
18. Chapiron, G., Mante, M., Mulet-Marquis, R. and Pérotin, C. (2001), Triangle. Mathématiques 5ème, Hatier, Paris.
19. Charnay, R. and Mante, M. (2006), Mathématiques: Nouveau Concours 2006, Hatier, Paris.
20. Charnay, R., Combier, G., Dussuc, M.-P., Madier, D. and Madier, P. (2007), Cap Maths CE2, Guide de l’enseignant, Manuel de l'élève et matériel Photocopiable, Hatier, Paris.
21. Chevallard, Y. (1985), La transposition didactique du savoir savant au savoir enseigné, La Pensée Sauvage, Grenoble.
22. Chevallard, Y. (2006), “Steps towards a new epistemology in mathematics education”, in Bosch, M. (Ed.), Proceedings of the IV Conference of the European Society for Research in Mathematics Education, pp. 21-30, available at: http://yves.chevallard.free.fr/spip/spip/article.php3?id_article=95 (accessed January 3, 2015).
23. Chevallard, Y. and Bosch, M. (2014), “Didactic transposition in mathematics education”, in Lerman, S. (Ed.), Encyclopedia of Mathematics Education, Springer, Dordrecht, pp. 170-174, available at: http://dx.doi.org/10.1007/978-94-007-4978-8_48 (accessed January 3, 2015).
24. Chevallard, Y. and Sensevy, G. (2014), “Anthropological approaches in mathematics education, French perspectives”, in Lerman, S. (Ed.), Encyclopedia of Mathematics Education, Springer, Dordrecht, pp. 38-43, available at: http://dx.doi.org/10.1007/978-94-007-4978-8_9 (accessed January 3, 2015).
25. CIIP (2011), “Plan d ' études romand, PER”, available at: www.plandetudes.ch (accessed January 3, 2015).
26. Clivaz, S. (2012), “Des mathématiques pour enseigner: analyse de l’influence des connaissances mathématiques d’enseignants vaudois sur leur enseignement des mathématiques à l’école primaire”, in Abboud-Blanchard, M. and Flückiger, A. (Eds), Actes du séminaire National de didactique des mathématiques. Année 2011, ARDM, IREM de Paris 7, Paris, pp. 247-261, available at: http://hal.archives-ouvertes.fr/hal-00823673 (accessed January 3, 2015).
27. Clivaz, S. (2014), Des mathématiques pour enseigner? Quelle influence les connaissances mathématiques des enseignants ont-elles sur leur enseignement à l’école primaire?, La Pensée Sauvage, Grenoble.
28. Clivaz, S. (under revison), “Teaching multidigit multiplication: combining multiple frameworks to analyse a class episode”, Educational Studies in Mathematics.
29. Douady, R. (1991), “Tool, object, setting, window: elements for analysing and constructing didactical situations in mathematics”, in Bishop, A., Mellin-Olsen, S. and Van Dormolen, J. (Eds), Mathematical Knowledge: Its Growth Through Teaching, Vol. 10, Springer, Dordrecht, pp. 107-130, available at: http://dx.doi.org/10.1007/978-94-017-2195-0_6 (accessed January 3, 2015).
30. Elipane, L.E. (2012), “Integrating the essential elements of lesson study in pre-service mathematics teacher education”, (doctoral dissertation), University of Copenhagen, Copenhagen.
31. ERMEL (1978-2006), Apprentissages mathématiques aé l'école élémentaire: collection d’ouvrages pour les maiétres de la GS au CM2, Hatier, Paris.
32. Fagnant, A. and Vlassis, J. (2010), “Le rôle de la résolution de problèmes dans les apprentissages mathématiques: questions et réflexions”, Education Canada, Vol. 50 No. 1, available at: www.cea-ace.ca/sites/default/files/EdCan-2010-v50-n1-Fagnant.pdf (accessed January 3, 2015).
33. Gagnebin, A., Guignard, N. and Jaquet, F. (1998), Apprentissage et enseignement des mathématiques, commentaires didactiques sur les moyens d’enseignement pour les degrés 1 à 4 de l'école primaire, COROME, Neuchâtel.
34. IREM Paris 7 (2013), “Rapport d’activité 2012-2013”,available at: www.irem.univ-paris-diderot.fr/up/Rapport%20Activité%20IREM%2020122013.pdf (accessed January 3).
35. Lerman, S. (Ed.) (2014), Encyclopedia of Mathematics Education, Springer, Dordrecht, available at: http://dx.doi.org/10.1007/978-94-007-4978-8 (accessed January 3, 2015).
36. Lewis, C. and Tsuchida, I. (1997), “Planned educational change in Japan: the case of elementary science instruction”, Journal of Education Policy, Vol. 12 No. 5, pp. 313-331.
37. Lewis, C.C. and Hurd, J. (2011), Lesson Study Step by Step: How Teacher Learning Communities Improve Instruction, Heinemann, Portsmouth, NH.
38. Ligozat, F. and Schubauer, M.-L. (2010), “The joint action theory in didactics: why do we need it in the case of teaching and learning mathematics?”, available at: http://ife.ens-lyon.fr/publications/edition-electronique/cerme6/wg9-09-ligozat.pdf (accessed January 3, 2015).
39. Margolinas, C. (2004), Points de vue de l'élève et du Professeur. Essai de développement de la théorie des Situations Didactiques, (HDR), Université de Provence –Aix-Marseille I, available at: http://tel.archives-ouvertes.fr/tel-00429580/en/ (accessed January 3).
40. Margolinas, C. (2005), “Essai de généalogie en didactique des mathématiques”, Revue Suisse des Sciences de l’Education, Vol. 27 No. 3, pp. 343-360, available at: http://halshs.archives-ouvertes.fr/halshs-00443709 (accessed January 3, 2015).
41. Margolinas, C. (2012), “Connaissance et savoir. Des distinctions frontalières?”, paper presented at the Sociologie et didactiques: vers une transgression des frontières?, available at: http://hal.archives-ouvertes.fr/hal-00779070 (accessed January 3).
42. Margolinas, C., Coulange, L. and Bessot, A. (2005), “What can the teacher learn in the classroom?”, Educational Studies in Mathematics, Vol. 59, pp. 205-234, available at:http://link.springer.com/article/10.1007/s10649-005-3135-3
43. Marton, F. and Tsui, A. (2004), Classroom Discourse and the Space of Learning, Lawrence Erlbaum, Mahwah, NJ.
44. Miyakawa, T. and Winsløw, C. (2009a), “Didactical designs for students’ proportional reasoning: an ‘open approach’ lesson and a ‘fundamental situation’”, Educational Studies in Mathematics, Vol. 72 No. 2, pp. 199-218, available at: www.jstor.org/stable/40284618 (accessed January 3, 2015).
45. Miyakawa, T. and Winsløw, C. (2009b), “Un dispositif japonais pour le travail en équipe d’enseignants: Etude collective d’une leçon”, Education et Didactique, Vol. 3 No. 1, pp. 77-90, available at: http://education-et-didactique.bretagne.iufm.fr/IMG/pdf/Miyakawa_Winslow.pdf(accessed January 3, 2015).
46. Miyakawa, T. and Winsløw, C. (2013), “Developing mathematics teacher knowledge: the paradidactic infrastructure of ‘open lesson’ in Japan”, Journal of Mathematics Teacher Education, Vol. 16 No. 3, pp. 185-209, available at: http://dx.doi.org/10.1007/s10857-013-9236-5(accessed January 3, 2015).
47. Murata, A. (2011), “Introduction: conceptual overview of lesson study”, in Hart, L.C., Alston, A.S. and Murata, A. (Eds), Lesson Study Research and Practice in Mathematics Education, Springer, Dordrecht, pp. 1-12.
48. Pang, M. and Marton, F. (2003), “Beyond ‘lesson study’: comparing two ways of facilitating the grasp of some economic concepts”, Instructional Science, Vol. 31 No. 3, pp. 175-194, available at: http://dx.doi.org/10.1023/A%3A1023280619632 (accessed January 3, 2015).
49. Peltier, M.-L., Briand, J., Ngono, B. and Vergnes, D. (2006), Euromaths, CM1, Hatier, Paris.
50. Perrin-Glorian, M.J. (1994), “Théorie des situations didactiques: naissance, développement, perspectives”, in Artigue, M., Gras, R., Laborde, C. and Tavignot, P. (Eds), Vingt ans de didactique des mathématiques en France, hommage à Guy Brousseau et Gérard Vergnaud, La Pensée Sauvage, Grenoble, pp. 47-147.
51. Perrin-Glorian, M.-J. (2011), “L’ingénierie didactique à l’interface de la recherche avec l’enseignement, développement de ressources et formation des enseignants”, En amont et en aval des ingénieries didactiques. Actes de la 15ème École d'Été de Didactique des Mathématiques, La Pensée Sauvage, Grenoble, pp. 57-78.
52. Potari, D. (2011), “Response to part II: emerging issues from lesson study approaches in prospective mathematics teacher education”, in Hart, L.C., Alston, A.S. and Murata, A. (Eds), Lesson Study Research and Practice in Mathematics Education, pp. 127-132, Springer, available at: http://dx.doi.org/10.1007/978-90-481-9941-9_10 (accessed January 3).
53. Prediger, S., Bikner-Ahsbahs, A. and Arzarello, F. (2008), “Networking strategies and methods for connecting theoretical approaches: first steps towards a conceptual framework”, ZDM, Vol. 40 No. 2, pp. 165-178, available at: http://dx.doi.org/10.1007/s11858-008-0086-z (accessed January 3, 2015).
54. Radford, L. (2008), “Theories in mathematics education: a brief inquiry into their conceptual differences”, working paper, prepared for the ICMI Survey Team 7. The notion and role of theory in mathematics education research, available at: www.luisradford.ca/pub/31_radfordicmist7_EN.pdf (accessed January 3).
55. Rogalski, J. (2013), “Theory of activity and developmental frameworks for an analysis of teachers’ practices and students’ learning”, in Vandebrouck, F. (Ed.), Mathematics Classrooms, Sense Publishers, Rotterdam, pp. 3-22.
56. Runesson, U. (2014), “Learning study in mathematics education”, in Lerman, S. (Ed.), Encyclopedia of Mathematics Education, Springer, Dordrecht, pp. 356-358, available at: http://dx.doi.org/10.1007/978-94-007-4978-8_90 (accessed January 3, 2015).
57. Sensevy, G. (2012), “About the joint action theory in didactics”, Zeitschrift für Erziehungswissenschaft, Vol. 15 No. 3, pp. 503-516, available at: http://python.espe-bretagne.fr/sensevy/ZFE%20Sensevy%202012%20JATD.pdf (accessed January 3, 2015).
58. Sensevy, G., Forest, D., Quilio, S. and Morales, G. (2013), “Cooperative engineering as a specific design-based research”, ZDM, Vol. 45 No. 7, pp. 1031-1043, available at: http://dx.doi.org/10.1007/s11858-013-0532-4 (accessed January 3, 2015).
59. Shimizu, Y. (1999), “Studying sample lessons rather than one excellent lesson: a Japanese perspective on the TIMSS videotape classroom study”, ZDM, Vol. 31 No. 6, pp. 190-194, available at: http://dx.doi.org/10.1007/BF02652694 (accessed January 3, 2015).
60. Shimizu, Y. (2014), “Lesson study in mathematics education”, in Lerman, S. (Ed.), Encyclopedia of Mathematics Education, Springer, Dordrecht, pp. 358-360, available at: http://dx.doi.org/10.1007/978-94-007-4978-8_91 (accessed January 3, 2015).
61. Stigler, J. and Hiebert, J. (1999), The Teaching Gap. Best Ideas from the Worlds Teachers for Improving Education in the Classroom, The Free Press, New York, NY.
62. Tièche Christinat, C. and Delémont, M. (2005), Pratiques Et Discours: Le Nouvel Enseignement Des Mathématiques 1p-4p Sous La Loupe, IRDP, Neuchâtel, available at: http://publications.irdp.relation.ch/ftp/1175521543li_pratiquesdiscours.html (accessed January 3, 2015).
63. Vandebrouck, F. (2013), Mathematics Classrooms: Students’ Activities and Teachers’ Practices, Sense Publishers, Rotterdam, available at: www.sensepublishers.com/media/1640-mathematics-classrooms.pdf (accessed January 3, 2015).
64. Vergnaud, G. (1998), “A comprehensive theory of representation for mathematics education, The Journal of Mathematical Behavior, Vol. 17 No. 2, pp. 167-181.
65. Vergnaud, G. (2009), “The theory of conceptual fields”, Human Development, Vol. 52 No. 2, pp. 83-94, available at: www.each.usp.br/cmapping/iiciclo/artigo-marco.pdf (accessed January 3, 2015).
66. Warfield, V. (2014), “Invitation to Didactique, Springer, New York, NY, Vol. 30, available at: http://dx.doi.org/10.1007/978-1-4614-8199-7_1 (accessed January 3, 2015).
67. Winsløw, C. (2012), “A comparative perspective on teacher collaboration: the cases of lesson study in Japan and of multidisciplinary teaching in Denmark”, in Gueudet, G., Pepin, B. and Trouche, L. (Eds), From Text to “Lived” Resources, Springer, Dordrecht, Vol. 7, pp. 291-304, available at: http://dx.doi.org/10.1007/978-94-007-1966-8_15 (accessed January 3, 2015).