Papers by Katiane De Moraes Rocha
Katiane Rocha, 2021
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ZDM Mathematics Education, 2020
In this paper we aim to contribute to a better understanding of the impact of digital resources o... more In this paper we aim to contribute to a better understanding of the impact of digital resources on mathematics teachers' work and professional development. For this purpose we focus on the emblematic case of an experienced mathematics teacher at secondary level, Anna, who has also worked as a teacher educator in a university department. Using the lens of the Documentational Approach to Didactics (DAD), we investigate her case, with a particular interest in digital resources, including both digital curriculum resources (e.g., e-textbooks, online resources) and digital technologies (e.g., for communicating, sharing). Two notions appear essential for supporting this investigation: the notion of resource system for studying the teacher's activity as a whole, and the notion of documentational trajectory for studying the teacher's activity over the time. Methodologically, specific tools were developed for gaining deeper insights into the teacher's resource system, or her documentational trajectory. This study provides a window into mathematics teacher use and design of digital/non-digital resources in/ for their teaching. Moreover, it helps us to develop better understandings of teacher professional learning over time, and of the ways the context of collaboration shapes their professional work and learning. More and also contrasting cases (e.g., of newly qualified teachers) would need to be studied to fully understand this field.
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This article contributes to the symposium coordinated by Janine Remillard, Hendrik Van Steenbrugg... more This article contributes to the symposium coordinated by Janine Remillard, Hendrik Van Steenbrugge and Luc Trouche, that discusses teacher-resource use around the world. We address the following issue: how might we understand the processes by which teachers engage with curriculum resources to design instruction? We situate our work in the documentational approach to didactics and propose two new concepts: documentational experience and documentational trajectory, aiming to analyze teachers’ professional development over time through their interactions with resources. Our methodological choices are inspired by the reflective investigation leading teachers to reflect about their work. We analyze the case of two middle school teachers, Anna and Viviane. Our preliminary findings evidence that these teachers’ documentational experience developed quite differently. Anna’s documentation is strongly supported by her collective work outside of school, helping her to face new curricular changes. Viviane’s documentation work is strongly supported by her interactions with her colleagues and the use of institutional resources, helping her to face the same changes.
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Cet article souhaite contribuer à la discussion de la question : comment le chercheur conçoit-il ... more Cet article souhaite contribuer à la discussion de la question : comment le chercheur conçoit-il et traite-t-il ses données ? Nous présentons un exemple d’analyse et de traitement des données en nous appuyant sur le développement de la plateforme AnA.doc. Nous présentons ici les réflexions théoriques et méthodologiques qui ont servi de base pour créer cet outil, telles <i>l’approche documentaire du didactique et l’investigation réflexive<i/>. Pour cela nous mobilisons l’exemple d’une enseignante de mathématiques au collège, Sophie, analysé comme une étude de cas dans le cadre d’une recherche doctorale. L’objectif de recherche est de comprendre comment les enseignants construisent leur expérience avec les ressources tout au long de leur carrière. L’analyse partielle montre comment une ressource donnée structure la pratique d’un enseignant. L’objectif de la plateforme est finalement de constituer un incubateur d’analyse du travail documentaire des enseignants.
Rocha, K. de M. (2018). Les trajectoires documentaires, une proposition de modèle pour analyser les interactions des enseignants avec les ressources au fil du temps: la plateforme AnA.doc, un outil d’instrumentation de cette analyse. SHS Web of Conferences, 52, 02004. https://doi.org/10.1051/shsconf/20185202004
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VIDYA, 2017
O objetivo deste artigo é apresentar algumas contribuições de uma formação baseada na abordagem d... more O objetivo deste artigo é apresentar algumas contribuições de uma formação baseada na abordagem dos conhecimentos pedagógicos tecnológicos do conteúdo para a discussão do processo de integração da tecnologia na prática pedagógica do futuro professor dos anos iniciais. Para tanto, apresentamos a análise de dados de uma formação realizada com professores acadêmicos dos anos iniciais. Essa formação foi pautada no processo de construção de conhecimento e contou com a participação de seis acadêmicos do curso de Pedagogia. Os resultados mostram que a formação proposta possibilitou a construção de conhecimentos com vistas ao ensino de Matemática com o auxílio da tecnologia. Todavia, indica também a necessidade da aplicação dessa proposta em uma formação com mais professo-res, em maior tempo e em articulação com o trabalho em sala. Palavras-chave: Gênese instrumental. Abordagem dos Conhecimentos pedagógicos tecnológicos do conteúdo.
ABSTRACT
The aim of this paper is to present some contributions of a training based on the approach of technological pedagogical content knowledge for the discussion on the integration of technology in for prospective teachers's pedagogic practice in early years. Therefore, we present the analysis of data from a training held with teachers in the early years. The results show that the proposed training enabled the construction of knowledge with a view to the teaching of mathematics with the help of technology. However, it also indicates the need to apply this proposal in a training with many teachers, more time and in conjunction with work in the classroom.
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Our contribution to TWG 22 is dedicated to discussing teachers' interactions with resources for p... more Our contribution to TWG 22 is dedicated to discussing teachers' interactions with resources for planning their classroom instruction, particularly in the context of collective work. Each teacher during his or her professional life uses and creates many resources. To analyse the history of teachers' work with resources, we propose the concept of the " documentational trajectory ". This idea is based on and aims to contribute to the development of the documentational approach to didactics. We will present a case study of one middle school teacher. The data related to this teacher's work will allowed us to consider her documentational trajectory. We then used the teacher's documentational trajectory to analyze her professional development. The teacher's documentational trajectory demonstrates a strong participation in collective work, in particular a collective named SESAMES, has an essential role. This participation contributes to the emergence of a particular resource, called a metaresource, to structure her documentation work.
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Resumo Este artigo almeja contribuir para a discussão "dos artefatos aos instrumentos: o trabalho... more Resumo Este artigo almeja contribuir para a discussão "dos artefatos aos instrumentos: o trabalho individual e coletivo do professor de matemática". Ele é fundamentado na Abordagem documental do didático, cujo enriquecimento se dá a partir do conceito de trajetória documental que designa a história de produção e de utilização dos recursos para um dado professor. Nossas análises seguem duas perspectivas: a análise do design de livros didáticos e recursos digitais em uma associação de professores franceses, Sésamath; e a análise da sua integração no processo de ensino a partir dos usos feitos por uma professora do ensino fundamental, Anna. Em relação à primeira perspectiva, nós colocamos em evidência, por meio de entrevistas com a presidenta de Sésamath, a dinâmica do desenvolvimento profissional que favorece o processo de produção colaborativa de recursos. Em relação à segunda perspectiva, nós observamos que a professora analisada realiza um uso reduzido dos recursos de Sésamath, mesmo sendo esse recurso escolhido para seu estabelecimento de ensino. Nesse sentido, acreditamos que esse tipo de uso pode ser compreendido a partir da análise da sua trajetória documental. Palavras-Chave: Abordagem documental do didático. Trajetória documental. Sésamath. Livro didático. Recursos digitais. Abstract This article aims to contribute to the discussion " From artefacts to instruments: the individual and collective work of the mathematics teacher ". It is grounded in the documentational approach to didactics, that we propose to enrich in introducing the concept of documentational trajectory, i.e. the history of resources design and use for a given teacher. Our analysis follows two perspectives: the analysis of the design of textbooks and digital resources by an association of French mathematics teachers, Sésamath, and the analysis of their integration into teaching through the usages of a middle school teacher, Anna. Regarding the first perspective, we evidence, through the interview of the president of Sésamath, the dynamics of professional development stimulated by the collaborative process of resource design. Regarding the second perspective, we observe Anna's reduced use of Sésamath resources, even if its textbook had been chosen chosen for her school; we evidence that this type of use can be understood through the analysis of Anna' documentational trajectory.
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This work takes place in TSG 38, especially the second session "How does the digitalization of in... more This work takes place in TSG 38, especially the second session "How does the digitalization of information and communication affect the role of resources?". In this moment of profusion of digital resources, we are interested in the development of teachers’ documentation work. We introduce the notion of documentational trajectory for explaining the different ways teachers are using and designing resources for preparing their lesson. This research happens at a crucial time in France, a period of curricular changes leading teachers to renew their resources, particularly their textbook. Focusing our analysis on the Sésamath resources, produced by teachers working collaboratively at a large scale, we look at both the design and the usages of these resources. This study presents here some preliminary results in studying how a teacher, whose students use Sésamath textbook, organize her own documentation work, and we try to relate this organization to this teacher’s documentational trajectory.
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O presente artigo traz elementos de uma pesquisa em andamento que investiga o processo de apropri... more O presente artigo traz elementos de uma pesquisa em andamento que investiga o processo de apropriação do software Superlogo por acadêmicos de um curso de Pedagogia. Nos fundamentamos na Teoria da Instrumentação, que possibilita analisar as relações do sujeito mediadas por um artefato, no caso o Superlogo, e o processo que transforma este em instrumento. Nos apoiamos neste processo de transformação, denominado gênese instrumental, para investigar a apropriação do software Superlogo. Para a coleta de dados realizaremos um projeto de extensão com a participação voluntários de alunos de um curso de pedagogia e a metodologia que utilizaremos para a análise dos é inspirada na Análise de Conteúdo. Esta metodologia permite interpretar e inferir sobre os dados coletados e desvelá-los extraindo elementos que possibilitem observar o processo de apropriação da tecnologia pelos futuros professores. Nossa pesquisa deve trazer contribuições para discussão da tecnologia educacional na formação inicial do professor dos anos iniciais.
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Simpósio Latino-americano de Didática da Matemtática (LaDiMa)
Nesse artigo apresentamos a articulação teórica que fundamentou a análise dos dados de uma pe... more Nesse artigo apresentamos a articulação teórica que fundamentou a análise dos dados de uma pesquisa de mestrado no período de 2012-2013, que buscou compreender os processos vivenciados e os conhecimentos mobilizados e construídos por acadêmicos de um curso de Pedagogia tendo em vista a integração da tecnologia à sua futura prática. Para tanto, realizamos uma articulação teórica entre as Teorias da Instrumentação e da Abordagem dos Conhecimentos Pedagógicos Tecnológicos do Conteúdo, que favoreceu a análise do processo de integração da tecnologia na prática pedagógica dos futuros professores dos anos iniciais. Para ilustrar essa articulação trazemos alguns dados de nossa pesquisa oriundos de um projeto de extensão realizado com acadêmicos de um curso de Pedagogia. As análises evidenciam que essa proposta de formação favoreceu o processo de construção de conhecimentos de futuros professores para o ensino de Matemática.
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Lectures videos by Katiane De Moraes Rocha
Soutenance thèse, 2019
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Journée nationale des Lieux d'éducation associés à l'IFÉ
La conférence propose un point de vue international et historique sur le travail des enseignants ... more La conférence propose un point de vue international et historique sur le travail des enseignants avec/pour des ressources. Les exemples suivants sont présentés : l'exemple des "Teaching research groups" et des classes ouvertes à Shanghai; l'exemple des lycées intégrés et celui des commissions nationales d'évaluation des manuels scolaires au Brésil; la façon donc le nouveau dictionnaire de pédagogie de Ferdinand Buisson, en 1911. Ces exemples, à travers les différences liées à des cultures différentes, mettent en évidence trois grands invariants: la mobilisation permanente des enseignants pour disposer des ressources nécessaires à leur enseignement, le rôle critique du travail collectif des ensignants pour soutenir cette mobilisation, la dimension créatrice du travail des enseignants avec/pour des ressources.
Ces invariants sont fondamentaux pour penser le développement des lieux d'éducation associés à l'Institut français de l'éducation.
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Conference Presentations by Katiane De Moraes Rocha
Our work aims to contribute WG 2, discussing the issue: How to study, in long term, the evolution... more Our work aims to contribute WG 2, discussing the issue: How to study, in long term, the evolution of the interactions between teachers and resources? We propose two notions: documentational trajectory and documentational experience, grounded in and in return contribute to documentational approach to didactics. For studying the relevance of these notions, we followed up one middle school teacher since 2015. We adapted reflective mappings of the teacher’s resource system, and documentational trajectory which was developed according to the reflective investigation proposed by documentational approach to didactics. Our work in this study mainly are consisted with: using reflective mappings of her resource system designed by the teacher at different moments of her career, crossing them with her description of her documentational experience and of her documentational trajectory, evidenced the sensibility of her interactions with resources to some events occurring in her professional life.
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L'activité des enseignants avec des ressources constitue, pour eux, un moment privilégié pour réf... more L'activité des enseignants avec des ressources constitue, pour eux, un moment privilégié pour réflechir, soit sur leur propre développement professionnel, soit sur les théories qui fondent leur pratique. Katiane et Rosilângela s'intéressent respectivement à ces questions, la première dans le cadre du travail des enseignants en activité, la deuxième dans le cadre du travail en formation. Le concept de schème (Vergnaud, 1996), qui permet d’analyser l’organisation de l’activité humaine, est au coeur de leurs contributions à ce séminaire, et, plus généralement, de leur thèse. Katiane travaille les concepts d'expérience et de trajectoire documentaires, Rosilangela propose le modèle de méta-orchestration instrumentale pour penser l'intégration, par les enseignants en formation, du concept d'orchestration instrumentale.
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Papers by Katiane De Moraes Rocha
Rocha, K. de M. (2018). Les trajectoires documentaires, une proposition de modèle pour analyser les interactions des enseignants avec les ressources au fil du temps: la plateforme AnA.doc, un outil d’instrumentation de cette analyse. SHS Web of Conferences, 52, 02004. https://doi.org/10.1051/shsconf/20185202004
ABSTRACT
The aim of this paper is to present some contributions of a training based on the approach of technological pedagogical content knowledge for the discussion on the integration of technology in for prospective teachers's pedagogic practice in early years. Therefore, we present the analysis of data from a training held with teachers in the early years. The results show that the proposed training enabled the construction of knowledge with a view to the teaching of mathematics with the help of technology. However, it also indicates the need to apply this proposal in a training with many teachers, more time and in conjunction with work in the classroom.
Lectures videos by Katiane De Moraes Rocha
Ces invariants sont fondamentaux pour penser le développement des lieux d'éducation associés à l'Institut français de l'éducation.
Conference Presentations by Katiane De Moraes Rocha
Rocha, K. de M. (2018). Les trajectoires documentaires, une proposition de modèle pour analyser les interactions des enseignants avec les ressources au fil du temps: la plateforme AnA.doc, un outil d’instrumentation de cette analyse. SHS Web of Conferences, 52, 02004. https://doi.org/10.1051/shsconf/20185202004
ABSTRACT
The aim of this paper is to present some contributions of a training based on the approach of technological pedagogical content knowledge for the discussion on the integration of technology in for prospective teachers's pedagogic practice in early years. Therefore, we present the analysis of data from a training held with teachers in the early years. The results show that the proposed training enabled the construction of knowledge with a view to the teaching of mathematics with the help of technology. However, it also indicates the need to apply this proposal in a training with many teachers, more time and in conjunction with work in the classroom.
Ces invariants sont fondamentaux pour penser le développement des lieux d'éducation associés à l'Institut français de l'éducation.
Em um segundo momento, Katiane Rocha questionou um conceito que é o coração de seu trabalho de tese: as trajetórias documentais, introduzidas para modelizar as interações ao longo do tempo entre, individuo e coletivo, professores e recursos, em relação aos os eventos que eles encontram em suas carreiras.