Lecturers

Patrick Gibel

 The aim of this conference is to define and characterize collaborative research in mathematics didactics between researchers and those involved in the educational system. We will formulate the conditions that need to be met in order to fully foster collaboration between the actors: mathematics didacticians and teachers. The creation of a community of practice, in Wenger's sense, appears to be a decisive factor in the development and implementation of experiments within the framework of mathematics didactics research. We will report on two collaborative research projects conducted within the framework of the theory of didactic situations: one conducted as part of the teaching of rationals and decimals in primary schools in France over a two-year period (2021-2023), and the other conducted as part of the implementation of an innovative pedagogical project at university entrance with the aim of fostering the transition from secondary to higher education.

Abdelkrim Zaid

The contemporary context of education and training has, in recent years, been marked by calls for change and recurring transformations, whether in the form of one-off measures or large-scale reforms. Various terms are often used to describe educational change: renewal, transformation, evolution, restructuring, reconfiguration, transition, etc. This likely reflects a reluctance to fully grasp its meaning. Nevertheless, despite its complex nature, it is possible to outline certain aspects of educational change by identifying some of its characteristics: its origins, its political and strategic aims, its actors, its mechanisms, etc. The purpose of this presentation is to reflect on the idea of educational change and discuss how it is addressed in the field of teaching. Drawing on recent research on educational mechanisms, we will examine evidence which, although not at the same level of analysis, concerns both representations of educational change and the practices that are supposed to bring it about.