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Livros didáticos e recursos digitais: rumo a novas conceituações ; Manuels scolaires et ressources numeriques: vers de nouvelles conceptualisations ; Textbooks and digital resources: towards new conceptualizations

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  • معلومة اضافية
    • بيانات النشر:
      Universidade Federal de Pernambuco
    • الموضوع:
      2016
    • Collection:
      Portal de Periódicos - UFPE (Universidade Federal de Pernambuco)
    • نبذة مختصرة :
      Em numerosos países os livros didáticos são, em Matemática, recursos centrais para os professores; todavia esses têm sofrido importantes evoluções ligadas ao digital. Nós estudamos estas evoluções e suas consequências em relação ao processo de designer de livros didáticos, pautados em um perspectiva de abordagem documental. Nós propomos de re-conceitualizar a noção de qualidade dos livros didáticos, introduzindo duas dimensões: a conectividade e a coerência dos livros. Nós analisamos dois livros didáticos franceses destinados ao sexto ano do ensino fundamental, um criado por um pequeno grupo de especialistas (Hélice) e outro por uma grande equipe de professores (Sésamath). Nós aplicamos a estes livros nossas proposições teóricas e ilustramos para sua análise (em particular o tema área) o tipo de fenômenos que podemos identificar em termos de instrumentalização e instrumentação; a conectividade, a coerência e a qualidade dos livros. Nós mostramos que o livro produzido pelos especialistas é de uma grande qualidade didática, mas estática, voltada para a instrumentação dos usuários, enquanto que o livro produzido pelo coletivo e professores é de uma qualidade dinâmica, voltada para a instrumentalização. ; Dans de nombreux pays, les manuels scolaires restent en mathématiques des ressourcescentrales pour les professeur; toutefois ils connaissent d’importantes évolutions liées au numérique. Nous étudions ces évolutions et leurs conséquences, en ce qui concerne la conception de manuels, avec une perspective d’approche documentaire. Nous proposons de re-conceptualiser la notion de qualité des manuels, en introduisant deux dimensions: la connectivité et la cohérence des manuels. Nous avons retenu deux manuels français pour la classe de 6e, l’un conçu par un petit groupe d’experts (Hélice) et l’autre par une large équipe de professeurs (Sésamath). Nous appliquons à ces manuelsnos propositions théoriques, et illustrons par leur analyse (en retenant en particulier le thème de «l’aire») le type de phénomènes que l’on peut ...
    • File Description:
      application/pdf
    • Relation:
      https://periodicos.ufpe.br/revistas/emteia/article/view/2248/1817; CHARALAMBOUS, Y.;DELANEY, S.;HSU, H.;MESA, V.A Comparative Analysis of the Addition and Subtraction of Fractions inTextbooks from Three Countries.Mathematical Thinking and Learning, v. 12, n. 2, p. 117-151, 2010.; CHESNÉ, J.-F.;LEYAOUANQ, M.-H.;COULANGE, L.;GRAPIN, N. Hélice 6e, Paris: Didier, 2009, 276 p.; CHOPPIN, A. L’édition scolaire française et ses contraintes: une perspective historique. In:BRUILLARD, É. Manuels scolaires, regards croisés. Caen: CRDP de Basse-Normandie, 2005, p. 9-14.; DILLENBOURG, P.;BAKER, M.;BLAYE, A.;O'MALLEY, C. The evolution of research on collaborative learning. In:SPADA, E.;REINMAN, P.Learning in Humans and Machine: Towards an interdisciplinary learning science. Oxford: Elsevier, 1996,p. 189-211.; FAN, L.Textbook research as scientific research: towards a common ground on issues and methods of research on mathematics textbooks. ZDM, The International Journal on Mathematics Education,v. 45, n. 5,p. 765-77, 2013.; GARNER, R.Learning from school texts. EducationalPsychologist,v. 27, p.53-63, 1992.; GLASER, B.G.;STRAUSS, A.L. The discovery of grounded theory. Strategies for qualitative research. Chicago: Aldine, 1967, 271 p.; GROUWS, D.A.;SMITH, M. S.NAEP findings on the preparation and practices of mathematics teachers. In:SILVER,E.A.;KENNEY, P.A.Results from the Seventh Mathematics Assessment of the National Assessment of Educational Progress. Reston, VA: National Council of Teachers of Mathematics, 2000,p. 107-139.; GUEUDET, G.;PEPIN, B.;TROUCHE, L.(Eds.). From Textbooks to ‘Lived’ Resources: Mathematics Curriculum Materials and Teacher Documentation. New York: Springer, 2012, 363 p.; GUEUDET, G.;PEPIN, B.;TROUCHE, L. Collective work with resources: an essential dimension for teacher documentation. ZDM, The International Journal on Mathematics Education, v. 45, n. 7,p. 1003-1016, 2013.; GUEUDET, G.;PEPIN, B.;SABRA, H.;TROUCHE, L. (online) Collective design of an e-textbook: teachers’ collective documentation. Journal of Mathematics Teacher Education.; GUIN, D.;TROUCHE, L.Calculatrices symboliques: transformer un outil en un instrument du travail mathématique, un problème didactique(dir.). Grenoble: La pensée sauvage, 2002, 392 p.; HIEBERT, J.;CARPENTIER, T. Learning and teaching with understanding. In:GROUWS, D. A.Handbook of Research on Mathematics Teaching and Learning. New York, NY: Macmillan, 1992, 65-97.; ÖSTERHOLM, M.;BERGQVIST, E.What is so special about mathematical texts? : Analyses of common claims in research literature and of properties of textbooks. ZDM, The International Journal on Mathematics Education, v. 45, n. 5, p. 751-763, 2013.; PEPIN, B.Making connections and seeking understanding: mathematical tasks in English, French and German textbooks. In:NUFFIELD SEMINAR SERIES ON MATHEMATICAL KNOWLEDGE IN TEACHING, March 2008, Loughborough.; PEPIN, B.;HAGGARTY, L.Mathematics textbooks and their use in English, Frenchand German classrooms: a way to understand teaching and learning cultures, ZDM, The International Journal on Mathematics Education,v. 33, n. 5, p. 158-75, 2001.; PEPIN, B.;GUEUDET, G.;YERUSHALMI, M.;TROUCHE, L.;CHAZAN, D. e-textbooks in/for Teaching and Learning Mathematics: A Disruptive and Potentially Transformative Educational Technology. In:ENGLISH,L.;KIRSHNER,D.Handbook of International Research in Mathematics Education. New York:Taylor & Francis, 2015, p. 636-661.; PERRIN-GLORIAN,M.-J.L’aire et la mesure. Petit x,v.24,5-36, 1990.; REMILLARD, J.T.Can curriculum materials support teachers’ learning? Elementary School Journal,v. 100, n. 4,p. 331-350, 2000.; SABRA, H.;TROUCHE, L. Collective design of an online math textbook: when individual and collective documentation works meet. In:PYTLAK,M.;ROWLAND,T.;SWOBODA,E.Proceedings of CERME 7. Rzeszów, Poland: University of Rzeszów, 2011, p. 2356-2366.; SÉSAMATH. Le manuel Sésamath 6e. Chambéry: Génération 5, 2009.; TÖRNOOS, J. Mathematical textbooks, opportunity to learn and student achievement. Studies in Educational Evaluation, v.31, n. 4,p. 315-327, 2005.; TROUCHE, L.;DRIJVERS, P.;GUEUDET, G.;SACRISTAN, A.I.Technology-Driven Developments and Policy Implicationsfor Mathematics Education. In:BISHOP,A. J.;CLEMENTS, M. A.;KEITEL,C.;KILPATRICK, J.;LEUNG,F.K.S.Third International Handbook of Mathematics Education. New York: Springer, 2012, 753-790.; VALVERDE, G.A.;BIANCHI, L.J.;WOLFE, R.G.;SCHMIDT, W.H.;HONG, R.T. According to the Book-Using TIMSS to investigate the translation of policy into practice through the world of textbooks.Dordrecht: Kluwer Academic Publishers, 2002, 199 p.; https://periodicos.ufpe.br/revistas/emteia/article/view/2248
    • Rights:
      Direitos autorais 2015 EM TEIA | Revista de Educação Matemática e Tecnológica Iberoamericana - ISSN: 2177-9309 ; http://creativecommons.org/licenses/by/4.0
    • الرقم المعرف:
      edsbas.F4DA4402