Mathematics teacher training: the use of logbooks Fernando Bifano (UNSAM – UNAJ) Argentina.

Présentation au sujet: "Mathematics teacher training: the use of logbooks Fernando Bifano (UNSAM – UNAJ) Argentina."— Transcription de la présentation:

1 Mathematics teacher training: the use of logbooks Fernando Bifano (UNSAM – UNAJ) Argentina

2 Planning 1. Introduction: Some elements of context / memory of master 2. The Logbook: What is it? Different answers among the time and the context. What is it for us? : logbook as a memory. 3. The logbook´s evolution: The contribution of Documentary Approach. Brief description of the process to became it into instrument –ad hoc- used to analyze the dates. 4. Some remarks, conclusions and perspectives. 5. References.

3 1. Introduction: Some elements of context / memory of master - The project FET –in Spanish mains “Fortalecimiento de la Escuela Técnica” – in English something like s“Strengthening Technique School”. - 4 areas : Basics Science. Technology. Institutional Management. Maths. - The Maths proposals are little different from the others: They develop “Study groups with teachers at school”. (Then it became into CoP). Completely different from the experiences of teaching training. - The role of teacher trainer in this experience was sensibly. I was one of them. - After some time I decided profit the experience and write the memories in order to obtain the Master degree.

4 2. The logbook: “Yesterday” logbook from a page of the captain of sheep. A narrative experience´s register. “Today” e- logbook used for pilots training. To complete on-line. Predefined format.

5 2. The logbook: the FET project context: The “didactical memory” of the process. A narrative register … but when the time pass…

6 First logbook´s change: -From “memory” to “class planning” -CoP are responsible for it´s production.

7 3. The logbook´s evolution: -There is a second movement into the logbook (research´s point of view). -According to “Documentary Approach” (Guedeut & Trouche, 2008, 2009, 2010), logbook was a Resource to became into a Document. -The “re-lecture” as a “reflexive” method to obtain a model used as a qualitative analyze of the training process.

8 3. The logbook´s evolution: DIALECTICAL RELATIONSHIP DIALECTICAL RELATIONSHIP ”Negotiation of sense” (Wenger, 1998, 2000)

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10 Documental Incidents (Sabra 2011) -There are different types: -individuals, collectives, micro, macro, technical, didactical, etc. -Enable to understand the Documental Process of the CoP. -An example to illustrate: “…es lindo trabajar con los chicos así. Genera mucha satisfacción ver los rostros que se iluminan cuando de verdad entienden. Estoy segura que todo lo que se hizo modificó mi manera de estar frente a los alumnos, y continuaré trabajando para mejorar” “... It´s beauty work with students in that way. It´s generate great satisfaction see the student’s faces haw illuminate when really understand. I´m sure that all this change my way of been in front of students, y will continue working in that way for make better”.

11 4. Some remarks and conclusions: 2009201020112012 Logbook As memory As class planning As memory As class planning CoP Incubation Fusion/ maturation Maturation/ consolidation Transformation Teacher´s Knowledge Since Trainer contribution to Community Production

12 4. Perspectives: -Paradox situation: From narrative register to element's taxonomy. -The challenge: How can we integrate the logbook into others instruments in order to follow the collective teacher's works during a period of time? -Without change on the essential nature. -Without lost the richness of the writer´s perspective. -Must we make some mixture design? -Must we think on some e-collaborative design?

13 5. References: Gueudet, G. & Trouche, L. (2010a). Des ressources aux documents, travail de professeur et genèses documentaires. En Gueudet, G. & Trouche, L. (dir.), Ressources vives. Le travail documentaire des professeurs en mathématiques, (pp. 57-74). Rennes: Presses Universitaires de Rennes. Gueudet, G. & Trouche, L. (2010b). Genèses communautaires, genèses documentaires : histoires en miroir. En Gueudet, G. & Trouche, L. (dir.), Ressources vives. Le travail documentaire des professeurs en mathématiques, (pp. 129-145). Rennes: Presses Universitaires de Rennes. Gueudet, G. & Trouche, L. (2008). Du travail documentaire des enseignants : genèses, collectifs, communautés. Le cas des mathématiques, Education et didactique 2(3), 7-33.Du travail documentaire des enseignants : genèses, collectifs, communautés. Le cas des mathématiques Sabra, H. (2011). Contribution à l'étude du travail documentaire des enseignants de mathématiques : les incidents comme révélateurs des rapports entre documentations individuelle et communautaire. Thèse de Doctorat. Université Claude Bernard - Lyon 1 Wenger, E. (1998). Communities of practice. Learning, meaning, identity. New York, Cambridge University Press.

14 Thanks!