5th European Workshop on Mathematical & Scientific e-Contents

Ghislaine Gueudet, University of Brest, France

Education
Master in applied Mathematics, Rennes University, 1991
PhD (Teaching and learning Linear Algebra : the role of Geometry), Grenoble University, 2000
Habilitation à diriger des recherches (Entering University / Online resources: theoretical perspectives and didactical actions in two fields of mathematics didactics), Paris 7 University, 2008

Professional Biography
Mathematics assistant, Rennes University, 1992-2001.
Associate professor in mathematics education, IUFM Bretagne, 2002-2009.
Professor in mathematics education, IUFM Bretagne & University of Brest, 2009-2010.
Member of the CREAD (Center for Research of Education, Learning and Didactics) since its creation in 2004. Vice-director of the CREAD since November 2010.

Research Interests
Resources for learning and teaching mathematics. Mathematics teachers resources and documents, teachers professional development.
Consequences of the use of online resources on the teaching and learning of mathematics, from primary school to university.

Selected Publications
Gueudet, G., & Trouche, L. (2010) Teachers resources and teachers professional development : towards a documentational approach of didactics. in V. Durand-Guerrier, S. Soury-Lavergne & F. Arzarello (eds.) 1359-1368, Proceedings of CERME 6, Lyon
Gueudet, G., & Trouche, L. (2009). Towards new documentation systems for teachers? Educational Studies in Mathematics, 71(3), 199-218.
Bueno-Ravel, L., & Gueudet, G. (2009). Online resources in mathematics : Teachers' geneses and didactical techniques. International Journal of Computers for Mathematical Learning, 14(1), 1-20.
Cazes, C., Gueudet, G., Hersant, M., & Vandebrouck, F. (2007). Using E-exercises bases in mathematics: case studies at university. International Journal of Computers for Mathematical Learning, 11(3), 327-350.

'Lived resources' and mathematics teachers professional development

The resources available for mathematics teachers now proliferate. Traditional curriculum material is complemented by online resources of several kinds: software, lesson plans, even classroom videos. Each teacher can develop an individual website; online teachers associations propose digital textbooks etc. These evolutions impact the design and use of resources, the articulation between design and use; they position the teacher as a designer. Studying these issues with a research point of view requires a specific approach. I will present here a documentational approach (Gueudet & Trouche 2009) developed for this purpose. I will illustrate the use of this approach by case studies concerning, on the one hand, individual teachers; on the other hand, teams of teachers involved in a teacher training program using a distant platform.

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Empresas Colaboradoras:

Editor: Gerardo Rodríguez - gerardo@usal.es - Last modified: 23.08.2010