La supervision des stages en enseignement des mathématiques au primaire et au secondaire : analyse des objets et des dynamiques d’interaction entre les acteurs de la formation

Abstract

In Quebec, practicum in teacher training alternates between moments of action in the classroom and analysis of these experiences by the trainee, the associate teacher and the university supervisor. Our involvement in the practicum as supervisors prompted us to become interested in what is addressed and discussed about mathematics teaching in the post-lesson interviews by the different actors in the training. From the analysis of two cases, there emerge convergent, complementary or divergent perspectives of the situations discussed and of what underlies a mathematics teaching activity recognised as relevant by the actors.