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L’intégration des ressources de Sésamath au collège : un moteur pour le développement du travail collectif des enseignants de mathématiques en Algérie

Abstract : This research is situated at a particular moment of reform of the Algerian educational system. It originates from the difficulties of implementing this reform from a point of view, for mathematics education, of the competency-based approach and the integration of ICT. It questions the potential of the resources of Sésamath, a French association of teachers, for supporting the work of teachers facing this reform.Anchored in the documentary approach to didactics, the PhD followed in particular three teachers from a college, both in their regular classes and in a mathematics workshop, the Sésamath resource integration laboratory.It particularly considers teacher resource systems by analyzing their structure and evolution, aiming to modelling these systems. It exploits the notion of scheme, and especially operational invariants, to describe the evolution of teachers' knowledge.It shows how the integration of Sésamath's resources, in an Arabic-speaking environment, leads to developing a collective work of selection, adaptation, translation and implementation of these resources. It shows how the integration of problem-based Sésamath activities has supported teachers in their work for implementing the reform. It highlights the value of these interactions for the evolution of knowledge and professional development of the teachers involved.The study opens ways, both for teacher training and for modelling their resource system
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Karima Sayah. L’intégration des ressources de Sésamath au collège : un moteur pour le développement du travail collectif des enseignants de mathématiques en Algérie. Education. Université de Lyon, 2018. Français. ⟨NNT : 2018LYSE1234⟩. ⟨tel-02071684⟩

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