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Le travail documentaire des professeurs à l'épreuve des ressources technologiques : Le cas de l'enseignement du nombre à l'école maternelle

Abstract : Our research focuses on kindergarten teachers' resources and professional knowledge. We examine how numbers are taught, particularly with technological resources. Designing and implementing teaching units with these resources, in a fruitful way, is complex, and probably implies that these resources, along with teachers' practices and professional knowledge, evolve. We notably attempt to grasp these evolutions and their impetus. Our theoretical framework mainly refers to the documentational approach of didactics, that allows us to observe how technological resources are integrated in teachers' resource systems. We link up with this approach the notion of orchestration, and analyse the fine didactic management of technological and tangible resources in kindergarten classes. Our study lies within the framework of the research group MARENE, a project on the designing of resources and of the follow-up of their use. Thus, we follow the long-term documentation work of two teachers involved in this project. We propose an « immersion » at the core of these two teachers' documentation activity. We highlight how a general resource system is articulated with a local resource system on the teaching of numbers. We develop the notions of esential ressources and of pivotal resources in order to examine this articulation. We propose to join another notion to these, the notion of set of situated resources. Our research also makes us identify new specific orchestrations at kindergarten school. These are deeply linked to professional knowledge and to resources shared by teachers working in this context (importance, in mathematics, of manipulation, of tangible resources) . We bring out different documentational geneses among the two teachers we follow. We show the dynamic geneses in which the instrumentalisation and instrumentation processes overlap, when it comes to the designing and implementation of lessons including technological ressurces, but also, in a broader perspective, as regards the teaching of numbers. The observation of pupils and the collective are essential incentive for the unfolding of these geneses.
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Contributor : Sylvaine Besnier <>
Submitted on : Thursday, June 9, 2016 - 5:31:07 PM
Last modification on : Saturday, May 4, 2019 - 4:52:02 PM


  • HAL Id : tel-01326826, version 1



Sylvaine Besnier. Le travail documentaire des professeurs à l'épreuve des ressources technologiques : Le cas de l'enseignement du nombre à l'école maternelle. Education. UBO, 2016. Français. ⟨tel-01326826v1⟩



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