Enjeux et modalités de formation pour les professeurs des écoles en didactique des mathématiques

Abstract

Using numerous research findings about the practices of schoolteachers who teach math and the training they received, this paper aims to identify the principles that can serve as a basis for developing and analyzing training methods for helping schoolteachers learn to teach math. In the first section, with reference to the contexts in which the information was gathered, we present research findings on teaching practices, their origins, and the training the teachers received (content and strategies). This provides the context of what we were able to draw from to conceptualize initial training and continuing education methods. In the second section, we state five major principles for developing what we believe to be a holistic training method that takes into account the complexity and coherence of practices. In the third section, after presenting four intervention techniques at the trainer's disposal, we describe how the aforementioned principles were applied in the training of different groups: future schoolteachers in training, new teachers, and experienced teachers who work in priority education areas.