, Schemes related to reflection on the documentation work

, 177 5.6.2 DE and its relation with the French situation, Conclusion and referring to the research questions

. .. Spectives, 181 6.1 Related to research question 3: Contrasting the two cases, Chapter 6 Contr asting the case studies, discussion and per

, 189 6.2.2 Research question 2: the role of collective work in DE development

, 194 6.3.2 Reflecting from this PhD process, methodological issues, The relevance of theoretical and methodological choices

.. .. Perspectives, 199 6.4.1 Programs of research taking advantage of the linguistic diversity

.. .. Refer, , 2016.

J. Adler, Conceptualising resources as a theme for teacher education, Journal of Mathematics Teacher Education, vol.3, pp.205-224, 2000.

R. M. Allen and R. M. Casbergue, Evolution of novice through expert teachers' recall: Implications for effective reflection on practice. Teaching and Teacher Education, vol.13, pp.741-755, 1997.

P. A. Alexander, Can we get there from here? Educational Researcher, vol.32, pp.3-4, 2003.

G. Alqahtani, Professional Development of Mathematics Teachers in Integrating Digital Technology: Comparative Study, International Journal of Educational Psychological Studies, vol.3, issue.2, pp.552-583, 2018.

M. Alturkmani, P. Daubias, C. Loisy, A. Messaoui, and L. Trouche,

, Instrumenter les recherches sur le travail enseignant : le projet AnA.doc. Education & Didactique

, American Association of School Librarians/Association for Educational Communications and Technology, 1998.

S. An, G. Kulm, and Z. Wu, The pedagogical content knowledge of middle school, mathematic teachers in China and the US, Journal of Mathematics Teacher Education, vol.7, issue.2, pp.145-172, 2004.

M. Artigue, Reflecting on a theoretical approach from a networking perspective: the case of the documentational approach to didactics, The 'resource' approach to Mathematics Education

M. Artigue, M. Bosch, C. Chaachoua, F. Chellougui, C. Chesnais et al., The French didactics tradition in mathematics, European traditions in didactics of mathematics (ICME-13 Monograph), pp.11-55, 2019.
URL : https://hal.archives-ouvertes.fr/hal-02047198

M. Artigue and C. Winsløw, International comparative studies on mathematics education: a viewpoint from the anthropological theory of didactics, Recherches en Didactique des Mathématiques, vol.30, issue.1, pp.47-82, 2010.

D. Ball and D. Cohen, Developing practice, developing practitioners: Toward a practice-based theory of professional education, pp.3-32, 1999.

J. Bedard and M. T. Chi, Expertise, Current Directions in Psychological Science, vol.1, pp.135-139, 1992.

S. Bedker, Information systems research: Contemporary approaches and emergent traditions, 1991.

P. Benner, From Novice to Expert, 1984.

D. Berliner, In pursuit of the expert pedagogue, Educational Researcher, vol.15, issue.7, pp.5-13, 1986.

D. C. Berliner, The development of expertise in pedagogy. Charles W. Hunt Memorial Lecture presented at the annual meeting of the American Association of Colleges for Teacher Education, 1988.

F. Buisson, Nouveau Dictionnaire de Pédagogie et d'instruction primaire, Hachette. Retrieved in September, 1911.

R. Bullough and K. Baughman, Changing contexts and expertise in teaching: First year teacher after seven years. Teaching and Teacher Education, vol.11, pp.461-477, 1995.

D. Butt, I. Kobayashi, and M. Sasaki, Abstract tools and technologies of learning: an evolving partnership, Comparative Informatin Technology : Language, Societies and the Internet, pp.11-31, 2009.

J. Calderhead, Teachers' classroom decision-making, 1984.

K. Carter, K. Cushing, D. Sabers, P. Stein, and D. C. Berliner, Expert-novice differences in perceiving and processing visual classroom information, Journal of Teacher Education, vol.39, issue.3, pp.25-31, 1988.

J. Chabanne, R. Monod-ansaldi, and C. Loisy, Faire le lien entre la pratique et la recherche pour transformer l'école? Le dispositif AeP de l'IFÉ comme laboratoire de l'innovation en recherche-intervention-formation. Analyse d'un cas particulier d'un AeP impliquant une ESPE, 2015.

C. Y. Charalambous, S. Delaney, H. Y. Hsu, and V. Mesa, A comparative analysis of the addition and subtraction of fractions in textbooks from three countries, Mathematical Thinking and Learning, vol.12, pp.117-151, 2010.

K. M. Cheng, Balancing change and tradition in global education reform, pp.3-18, 2004.

M. Lanham,

W. G. Chase and H. A. Simon, Perception in chess, Cognitive Psychology, vol.4, pp.55-81, 1973.

, Les neuf chapitres : le classique mathématique de la Chine ancienne et ses commentaires, 2004.

G. Chen, Evolvement trajectory of TRG in China, p.4, 2006.

S. Chen and R. Yu, Retrospect and Prospect of the National Teacher Certification Examination System in China, Chinese). Curriculum, Teaching Material and Method, vol.35, pp.98-112, 2015.

Y. Chevallard, La transposition didactique. Du savoir savant au savoir enseigné. Grenoble : La Pensée Sauvage, 1985.

Y. Chevallard, Organiser l'étude 3. Ecologie et régulation, Actes de la 11e École d'Été de Didactique des Mathématiques, pp.41-56, 2002.

M. T. Chi, Knowledge structure and memory development, pp.73-96, 1978.

M. T. Chi, The Cambridge handbook of expertise and expert performance, pp.21-30, 2006.

M. T. Chi, Theoretical Perspectives, methodological approaches, and trends in the study of expertise, Expertise in mathematics instruction: An international perspective, pp.17-39, 2011.

M. T. Chi, P. Feltovich, and R. Glaser, Categorization and representation of physics problems by experts and novices, Cognitive Science, vol.5, pp.121-152, 1981.

M. T. Chi, R. Glaser, and . Farr, The nature of expertise, 1988.

M. T. Chi, R. Glaser, and E. Rees, Expertise in problem solving, Advances in the Psychology of Human Intelligence, vol.1, pp.7-76, 1982.

N. J. Hillsdale and . Erlbaum,

K. Cho, When experts give worse advice than novices: The type and impact of feedback given by students and an instructor on student writing. Unpublished dissertation, 2004.

, Chinese User Behavior in Social Media, Research Report, 2015.

D. J. Clandinin, Narrative and story in teacher education, Teachers and Teaching: From Classroom to Reflection, pp.124-137, 1992.

D. J. Clandinin, From Teacher Thinking to Teachers and Teaching: The Evolution of a Research Community, Advances in Research on Teaching, vol.19, pp.67-95, 2013.

C. M. Clark and R. J. Yinger, Teacher Planning, Exploring Teachers' Thinking, pp.84-103, 1987.

C. M. Clark and P. L. Peterso, Teachers' thought processes, Handbook of Research on Teaching (3 rd, pp.255-296, 1986.

W. H. Cockcroft, Mathematics counts: Report of the committee of inquiry into the teaching of mathematics in schools under the chairmanship, Fan, L. (Translator), 1994.

D. K. Cohen, S. W. Raudenbush, and D. L. Ball, Resources, instruction, and research. Educational Evaluation and Policy Analysis, vol.25, pp.119-142, 2003.

, Common Core State Standards for mathematics, 2012.

Y. Cui and D. Zheng, On Teacher Cooperation Pointing to Professional Development (in Chinese), Education Research, vol.6, pp.78-83, 2008.

P. J. Davis and R. Hersh, The mathematical experience, 1981.

A. D. De-groot, Thought and Choice in Chess, 1965.

, Annual report, 2000.

G. Ding, National survey and policy analysis for teacher professional development in primary and secondary schools (in Chinese), 2010.

Y. Dong, The present situation of high school mathematics curriculum reform and the countermeasures of high school mathematics teachers (in Chinese), Journal of Tianjin Normal University, vol.7, issue.3, pp.60-64, 2006.

M. Douglas, How Institutions Think, 1986.

C. S. Doyle, Final Report to National Forum on Information Literacy, 1992.

H. L. Dreyfus and S. E. Dreyfus, Mind Over Machine, 1988.

P. Drijvers, C. Kieran, M. Mariotti, J. Ainley, M. Andresen et al., Integrating technology into mathematics education: Theoretical perspectives, Mathematics Education and Technology-Rethinking the Terrain, pp.89-132, 2010.

P. Drucker, Managing for the future, 1992.

D. Durand, La systémique. Col, 1979.

P. Elbaz, Teacher thinking: a study of practical knowledge, 1983.

A. E. Elo, Age changes in master chess performance, Journal of Gerontology, vol.20, pp.289-299, 1965.

Y. Engeström, Learning by expanding. An activity-theoretical approach to developmental research, 1987.

Y. Engeström, Activity Theory and Individual and Social Transformation, Perspectives on Activity Theory (Learning in doing : Social, Cognitive, and Computational Perspectives), pp.19-38, 1999.

Y. Engeström, Expansive learning at work: Toward an activity theoretical reconceptualization, Journal of Education and Work, vol.14, issue.1, pp.133-156, 2001.

Y. Engeström, Learning by expanding, 2014.

M. Eraut, Developing Professional Knowledge and Competence, 1994.

K. A. Ericsson, An Introduction to Cambridge Handbook of Expertise and Expert Performance: Its Development, Organization, and Content, pp.3-19, 2006.

K. A. Ericsson, Protocol analysis and expert thought: concurrent verbalizations of thinking during experts' performance on representative tasks, pp.223-241, 2006.

K. A. Ericsson and J. Smith, Prospects and limits of empirical study of expertise: An intro-duction, pp.1-38, 1991.

L. Fan, Y. Zhu, and Z. Miao, Textbook research in mathematics education: development status and directions. ZDM -Mathematics Education, vol.45, pp.633-646, 2013.

Y. Fang, Ciyuan. (in Chinese), 2000.

P. J. Feltovich and H. S. Barrows, Issues of generality in medical problem solving, Tutorials in problem-based learning, pp.128-142, 1984.

L. Fleck, Genèse et développement d'un fait scientifique (N. Jas, trad.). Paris: Les belles lettres, 1934.

A. N. Fried and M. Amit, Reform as an issue for mathematics education research: Thinking about change, communication, and cooperation, 2016.

. Kirshner, Handbook of International Research in Mathematics Education, pp.257-274

F. Gaffiot, Dictionnaire Illustré Latin-Français, 1934.

L. Gao, Development of the Classical and Modern Documentation (in Chinese), New Century Library, vol.5, pp.46-48, 2008.

C. Gattegno, The science of education part I: Theoretical considerations, 1987.

K. J. Gilhooly, P. Mc-george, J. Hunter, J. M. Rawles, I. K. Kirby et al., Biomedical knowledge in diagnostic thinking: the case of electrocardiogram (ECG) interpretation, European Journal of Cognitive Psychology, vol.9, pp.199-223, 1997.

H. Gispert, Mathematics education in France, 1900-1980, Handbook on the history of mathematics education, pp.229-240, 2014.

V. Gitirana, T. Miyakawa, M. Rafalska, and S. Soury-lavergne, Proceedings of the Re(s)sources 2018 International Conference. ENS de Lyon, 2018.
URL : https://hal.archives-ouvertes.fr/hal-01764563

R. Glaser and M. T. Chi, The nature of expertise (pp. xv-xxvii), 1988.

G. Goggin, Mobile learning: The significance of new mobile and wireless communications technologies for education, Comparative information technology, pp.65-78, 2009.

M. Goos, A sociocultural analysis of the development of pre-service and beginning teachers' pedagogical identities as users of technology, Journal of Mathematics Teacher Education, vol.8, pp.35-39, 2005.

P. Grossman, The Making of a Teacher, 1990.

M. Gu, The Comprehensive Dictionary of Education (In Chinese), 1998.

M. Gu, Education in China and abroad: Perspectives from a lifetime in comparative education, 2001.

M. Gu, Influence of Soviet Union's Educational Theory on Chinese Education (In Chinese), Journal of Beijing Normal University (social sciences), vol.1, pp.5-13, 2004.

M. Gu, An analysis of the impact of traditional Chinese culture on Chinese education (In Chinese). Frontiers of Education in China, vol.1, pp.169-190, 2006.

F. Gu, Study on Mathematics teaching research specialists' mentoring by means of Grounded Theory (in Chinese). Dissertation for doctoral degree, 2017.

L. Gu, R. Huang, and F. Marton, Teaching with variation: A Chinese way of promoting effective mathematics learning, pp.309-347, 2004.

Z. Gu and P. Wang, Study of classroom teaching: A comparative between a novice teacher and an expert teacher, Middle School Mathematics Monthly, issue.6, pp.4-7, 2006.

. G. Gueudet, University Teachers' Resources Systems and Documents, Int. J. Res. Undergrad. Math. Ed, vol.17, issue.1, pp.198-204, 2016.
URL : https://hal.archives-ouvertes.fr/hal-01635709

G. Gueudet, J. Boilevin, B. Gruson, A. Jameau, C. Le-hénaff et al., Rapport final de l'équipe du CREAD dans l'ANR REVEA, 2018.

G. Gueudet, L. Bueno-ravel, S. Modeste, and L. Trouche, Curriculum in France: A National Frame in Transition, International Perspectives on Mathematics Curriculum, pp.41-70, 2017.
URL : https://hal.archives-ouvertes.fr/hal-01599059

G. Gueudet, B. Pepin, H. Sabra, and L. Trouche, Collective design of an etextbook: teachers' collective documentation, Journal of Mathematics Teacher Education, vol.19, pp.187-203, 2016.
URL : https://hal.archives-ouvertes.fr/hal-01228959

G. Gueudet, B. Pepin, and L. Trouche, From Text to 'Lived' Resources: Mathematics Curriculum Materials and Teacher Development, 2012.
URL : https://hal.archives-ouvertes.fr/hal-00842980

G. Gueudet, B. Pepin, and L. Trouche, Collective work with resources: an essential dimension for teacher documentation, ZDM -The International Journal on Mathematics Education, vol.45, issue.7, pp.1003-1016, 2013.
URL : https://hal.archives-ouvertes.fr/hal-00852388

G. Gueudet, S. Soury-lavergne, and L. Trouche, Soutenir l?intégration des TICE: quels assistants méthodologiques pour le développement de la documentation collective des professeurs? Exemples du SFoDEM et du dispositif Pairform@nce, Approches plurielles en didactique des mathématiques, pp.161-173, 2009.

G. Gueudet and L. Trouche, Du travail documentaire des enseignants: genèses, collectifs, communautés. Le cas des mathématiques, Éducation et didactique, vol.2, issue.3, pp.6-33, 2008.

G. Gueudet and L. Trouche, Towards new documentation systems for mathematics teachers, Educational Studies in Mathematics, vol.71, issue.3, pp.199-218, 2009.
URL : https://hal.archives-ouvertes.fr/hal-00459432

G. Gueudet and L. Trouche, Mathematics teacher education advanced methods: an example in dynamic geometry, The International Journal on Mathematics Education, vol.43, issue.3, pp.399-411, 2011.
URL : https://hal.archives-ouvertes.fr/hal-00605493

G. Gueudet and L. Trouche, Communities, documents and professional geneses: interrelated stories, From Text to 'Lived' Resources: Mathematics Curriculum Materials and Teacher Development, pp.305-322, 2012.
URL : https://hal.archives-ouvertes.fr/hal-00632742

D. Guin and L. Ruthven, The didactical challenge of symbolic calculators: Turning a computational device into a mathematical instrument, 2005.
URL : https://hal.archives-ouvertes.fr/lirmm-00109169

H. Guo, The Promotion Mechanism of Information Literacy on TeachersP rofessional development (in Chinese), China Education Technology, issue.5, pp.58-61, 2012.

J. Han, The subject matter knowledge of secondary school mathematics teachers. Unpublished doctoral dissertation. The Chinese University of Hong Kong, 2005.

R. Hammoud, Le travail collectif des professeurs en chimie comme levier pour la mise en oeuvre de démarches d'investigation et le développement des connaissances professionnelles. Contribution au développement de l'approche documentaire du didactique, 2012.

A. Hargreaves, Beyond Collaboration: Critical Teacher Development in the Postmodern Age, Critical Discourse on Teacher Development, pp.149-173, 1995.

G. Hatano and K. Inagaki, Two courses of expertise, pp.262-272, 1986.

K. He, About "The competence standards of education technology for primary and secondary teachers, E-Education Research, issue.4, pp.37-44, 2005.

M. Hedegaard and S. Chaiklin, Radical-local teaching and learning: A culturalhistorical approach, 2005.

P. Herbst, The construction of the real number system in textbooks: a contribution to the analysis of discoursive practices in mathematics, 1995.

D. Y. Ho, Cognitive Socialization in Confucian Heritage Cultures, paper presented at the Workshop on Continuities and Discontinuities in the Cognitive Socialization of Minority Children, US Department of Health and Human Services, 1991.

P. P. Hobus, H. G. Schmidt, H. P. Boshuizen, and V. L. Patel, Context factors in the activation of first diagnostic hypotheses: Expert-novice differences, Medical Education, vol.21, pp.471-476, 1987.

R. R. Hoffman, How can expertise be defined? Implications of research from cognitive psychology, Exploring expertise, pp.81-100, 1998.

J. Høyrup, measure, number, and weight: Studies in mathematics and culture, 1994.

Y. Hu, Dictionary of Ancient-modern Chinese language, 1991.

R. Huang, S. Peng, L. Wang, and Y. Li, Secondary mathematics teacher professional development in China, Reforms and issues in school mathematics in East Asia: Sharing and understanding mathematics education policies and practices, pp.17-31, 2010.

R. Huang, L. Ye, and K. Prince, Professional Development of Secondary Mathematics Teachers in Mainland China, Professional Development of Mathematics Teachers, Mathematics Edcuation -An Asian Perspective, pp.17-31, 2017.

, What is Information Architecture?, 2013.

P. W. Jackson, R. Holt, and W. , Life in Classrooms, 1968.

H. N. Jahnke, Origins of school mathematics in early nineteenth-century Germany, Journal of Curriculum Studies, vol.18, pp.85-94, 1986.

K. Jiang, The peculiarity of schema---Based on the historical investigation of Kant and Piaget's schema theories (In Chinese), Journal of Central South University (Science and Technology), vol.20, issue.2, pp.44-50, 2014.

F. Jullien, De l'Être au Vivre: Lexique euro-chinois de la pensée, Éditions Gallimard, 2015.

J. Kahane, L'enseignement des sciences mathématiques. Rapport au ministre. Commission de réflexion sur l'enseignement des mathématiques, 2002.

G. Kaiser and M. Vollstedt, Pursuing excellence in mathematics classroom instruction in East Asia -A personal commentary from a Western perspective, 2008.

J. L. Figueras, S. Cortina, T. Alatorre, and . Rojano, Proceedings of the joint meeting of 32nd annual conference of the International Group for the Psychology of Mathematics Education and the 30th of the North American chapter, vol.1, pp.185-188

J. E. Katz, Mobiles in Educational Settings. Invited plenary presentation. The Global and the Local in Mobile Communication: Places, Images, People, Connections. Organized by the Institute for Philosophical Research, Hungarian National Academy of Sciences, 2004.

V. J. Katz, A History of Mathematics: An introduction (Chinese translated version, 2004.

E. N. Keith, W. Emily, and Z. Xiaohan, The use of social media among businessto-business sales professionals in China: how social media helps create and solidify guanxi relationships between sales professionals and customers, J. Res. Interact. Market, vol.10, pp.33-49, 2016.

J. Kilpatrick, A history of research in mathematics education, Handbook of research on mathematics teaching and learning, pp.3-38, 1992.

J. Kilpatrick, The development of mathematics education as an academic field, The first century of the International Commission on Mathematical Instruction, pp.25-39, 1908.

A. J. Kilpatrick, J. Swafford, and B. Findell, Adding It UP: Helping children learn Mathematics, 2001.

M. W. Kirst and R. L. Bird, The Politics of Developing and Maintaining Mathematics and Science Curriculum Content Standards, 1997.

G. A. Klein, A recognition primed decision (RPD) model of rapid decision making, Decisionmaking in action: Models and methods, pp.138-147, 1993.

A. Kozbelt, Creativity over the lifes-pan in classical composers: Reexamining the equal-odds rule, Paper presented at the 26th Annual Meeting of the Cognitive Science Society, 2004.

K. Kuutti, Activity theory as a potential framework for human-computer interaction research, 1996.

J. Lave and E. Wenger, Situated learning: Legitimate peripheral participation, 1991.

J. M. Lavié, Academic Discourse on School-based Teacher Collaboration: Revisiting the Arguments, Educational Administration Quarterly, vol.42, issue.5, pp.773-805, 2006.

W. Law, Understanding China's curriculum reform for the 21st century, Journal of Curriculum studies, vol.46, issue.3, pp.332-360, 2014.

S. Y. Lee, Mathematics learning and teaching in the school context: Reflections from cross-cultural comparisons, Global development of mathematics teachers: Experiences and approaches developed in different countries, pp.82-92, 1998.

Y. Li, R. Huang, and Y. Yang, Characterizing Expert Teaching in School Mathematics in China -A Prototype of Expertise in Teaching Mathematics, Expertise in mathematics instruction: An international perspective, pp.167-195, 2011.

Y. Li and G. Kaiser, Expertise in mathematics instruction: Advancing research and practice from an international perspective, Expertise in mathematics instruction: An international perspective, pp.3-15, 2011.

Y. Li and J. Li, Mathematics classroom instruction excellence through the platform of teaching contests, ZDM -The International Journal on Mathematics Education, vol.41, pp.263-277, 2009.

R. Lian, A comparative research on the mental character of novice, proficient and expert teachers, Acta Psychologica Sinica, vol.36, issue.1, pp.44-52, 2004.

R. Lian, Mental experience of teachers`teaching expertise development (In Chinese), Educational Research, vol.2, pp.15-20, 2008.

S. Liang, S. Claz, T. Defranco, C. Vinsonhaler, R. Grenier et al., An examination of the preparation and practice of grades 7-12 mathematics from the Shangdong province in, China. Journal of Mathematics Teacher Education, vol.16, pp.149-160, 2013.

H. G. Liddell, R. Scott, and H. S. Jones, A Greek-English Lexicon, 1843.

X. Lin, Rational reflection on the reconstruction of teaching research system, Shanghai Research on Education, vol.4, pp.49-51, 2008.

S. J. Lin, Looking for the prototype teaching expertise: An initial attempt in Taiwan. Paper presented at the annual meeting of American Educational Rsearch Association, 1999.

C. Lindholm, T. Keinonen, and . Kiljander, Mobile Usability: How Nokia Changed the Face of the Mobile Phone, 2003.

R. Ling, The Mobile Connection: The Cell Phone's Impact on Society, 2004.

J. Liu, The present situation and training strategy of normal school studentsì nformation literacy. Education Informationization, pp.33-35, 2008.

C. Livingston and H. Borko, Expert-novice differences in teaching: A cognitive analysis and implications for teacher education, Journal of Teacher Education, vol.40, issue.4, pp.36-42, 1989.

J. Liu, The Chinese case of curriculum development (in Chinese), Basic Education Curriculum, vol.1, issue.2, pp.67-73, 2009.

G. Marchionini, Educating Responsible Citizens in the Information Society, Educational Technology, vol.39, issue.2, pp.17-26, 1999.

J. Mason, Practional development and practitioner research, Chreods, vol.7, pp.3-12, 1994.

J. Mason, Interactions between teacher, student, software and mathematics: Getting a purchase on learning with technology, The Mathematics Teacher in the Digital Era: An International Perspective on Technology Focused Professional Development, pp.11-40, 2014.

H. Masunaga and J. Horn, Expertise and age-related changes in components of intelligence, Psychology & Aging, Special Issue, vol.16, issue.2, pp.293-311, 2000.

G. Mccutcheon, How do elementary school teachers plan? The nature of planning and influences on it, The Elementary School Journal, vol.81, pp.4-23, 1980.

M. Mcluhan, The Hot and Cool Interview, Media Research: Technology, Art and Communication: Critical Voices in Art, Theory and Culture, pp.45-78, 2014.

. Men, Algorithmique au collège. Portail mathématique du Ministère de l'Education Nationale, Secondary school teaching research group rulebook (draft), 1957.

, Regulation of teachers' qualification, 1995.

, The teachers ACT in P. R. China, 1994.

, Agenda on deepening educational reform and entirely advancing quality education by state department of P. R. China, 1999.

, Beijing: Beijing Normal University Press 200. Ministry of Education of the People's Republic of China, Ministry of Education of the People's Republic of China, 1999.

, The competence standards of education technology for primary and secondary teachers (in Chinese), 2004.

M. Minsky and S. Papert, Artificial intelligence. Condon Lectures, Oregon /State System of Higher Education, 1974.

T. Miyakawa and B. Xu, Teachers collective work inside and outside school as an essential spring of mathematics teachers' documentation: Japanese and Chinese experiences, The 'resource' approach to Mathematics Education

M. Moallem, An expert teachers' thinking and teaching and instructional design models and principles: An ethnographic study, Educational Technology Research and Development, vol.46, issue.2, pp.37-64, 1998.

S. Modeste, Enseigner l'algorithme pour quoi? Quelles nouvelle questions pour les mathématiques? Quels apports pour l'apprentissage de la preuve, 2012.

S. Modeste, S. Gravier, and C. Ouvrier-buffet, Algorithmique et apprentissage de la preuve, Repères IREM, vol.79, pp.51-72, 2010.
URL : https://hal.archives-ouvertes.fr/hal-01416152

S. Modeste and C. Ouvrier-buffet, The appearance of algorithms in curricular, Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education, pp.202-212, 2011.

S. Modeste and M. Rafalska, Algorithmics in secondary school: a comparative study between Ukraine and France, Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, pp.1634-1641, 2017.
URL : https://hal.archives-ouvertes.fr/hal-01938178

, Principles and standards for school mathematics, National Council of Teachers of Mathematics, 2000.

H. F. Olds, J. L. Schwartz, and N. A. Willie, People and computers: Who teaches whom?, 1980.

J. Olson, Understanding Teaching: Beyond Expertise, 1992.

S. Oskamp, Overconfidence in case study judgments, Journal of Consulting Psychology, vol.29, pp.261-265, 1965.

M. Österholm, Characterizing reading comprehension of mathematical texts, Educational Studies in Mathematics, vol.63, issue.3, pp.325-346, 2006.

L. W. Paine and Y. Fang, Reform as hybrid model of teaching and teacher development in China, International Journal of Education Research, vol.45, pp.279-289, 2006.

L. W. Paine and Y. Fang, Supporting China's teachers: challenges in reforming professional development, Education and Reform in China, pp.173-190, 2007.

L. Paine, Y. Fang, and S. Wilson, Enter a culture of teaching: Teacher induction in Shanghai, Comprehensive teacher induction, pp.20-82, 2003.

H. M. Parke and C. R. Coble, Teachers designing curriculum as professional development: A model for transformational science teaching, Journal of Research in Science Teaching, vol.34, issue.8, pp.773-789, 1997.

J. Pascual-leone, A mathematical model for the decision rule in Piaget's developmental stages, Acta Psychologica, vol.32, pp.301-345, 1970.

J. Pascual-leone, Compounds, confounds, and models in developmental information pro-cessing: A reply to Trabasso and Foellinger, Journal of Experimental Child Psychology, vol.26, issue.1, pp.18-40, 1978.

P. Pastré, P. Mayen, and G. Vergnaud, Note de synthèse sur la didactique professionnelle. Revue française de pédagogie, vol.154, pp.145-198, 2006.

R. T. Pédauque, Le document à la lumière du numérique (Document under digital light, Caen: C & Éditions, 2006.

B. Pepin, J. Choppin, K. Ruthven, and N. Sinclair, Digital curriculum resources in mathematics education: foundations for change. ZDM -Mathematics Education, vol.49, pp.645-661, 2017.

B. Pepin and G. Gueudet, Curriculum resources and textbooks mathematics education, Encyclopedia of Mathematics Education, 2018.

B. Pepin, G. Gueudet, and L. Trouche, Re-sourcing teachers' work and interactions: a collective perspective on resources, their use and transformations, ZDMMathematics Education, vol.45, issue.7, pp.929-944, 2013.

B. Pepin, G. Gueudet, and L. Trouche, Investigating textbooks as crucial interfaces between culture, policy and teacher curricular practice: two contrasted case studies in France and Norway, ZDM, The International Journal on Mathematics Education, vol.45, issue.5, pp.685-698, 2013.

B. Pepin, G. Gueudet, and L. Trouche, Refining teacher design capacity: Mathematics teachers' interactions with digital curriculum resources, vol.49, pp.799-812, 2017.
URL : https://hal.archives-ouvertes.fr/hal-01536244

B. Pepin, G. Gueudet, M. Yerushalmy, L. Trouche, and D. Daniel-chazan, Etextbooks in/for Teaching and Learning Mathematics: A Disruptive and Potentially Transformative Educational Technology, pp.636-661, 2015.
URL : https://hal.archives-ouvertes.fr/hal-01207678

B. Pepin and L. Haggarty, Mathematics textbooks and their use in English, French and German classrooms: A way to understand teaching and learning cultures, ZDM -Mathematics Education, vol.33, issue.5, pp.158-175, 2001.

B. Pepin, B. Xu, L. Trouche, and C. Wang, Developing a deeper understanding of mathematics teaching expertise: Chinese mathematics teachers' resource systems as windows into their work and expertise, Educational studies in Mathematics, vol.94, issue.3, pp.257-274, 2016.
URL : https://hal.archives-ouvertes.fr/hal-01537801

P. Peterson and M. A. Comeaux, Teachersè schemata for classroom events: The mental scaffolding of teachersè thinking during classroom instruction. Teaching and Teacher education, vol.3, pp.319-331, 1987.

J. Piaget, The origins of intelligence in children, 1952.

M. Polanyi, The Tacit Dimension, 1966.

J. Poussin, Systèmes de production agricole en Afrique Tropicale : 1. Approches, concepts, méthodes, Cahiers des Sciences Humaines, pp.439-441, 1987.

N. C. Presmeg, Balancing Complex Human Worlds: Mathematics Education as an Emergent Discipline in Its Own Right, Mathematics education as a research domain: A search for identity, pp.57-70, 1998.

M. Prieur, La conception codisciplinaire de méta ressources comme appui à l'évolution des connaissances des professeurs de sciences. Les connaissances qui guident un travail de préparation pour engager les élèves dans l'élaboration d'hypothèses ou de conjectures, 2016.

B. Qu, Anthology of Pedagogy: Curriculum and Textbook (In Chinese), 1998.

P. Rabardel, Les hommes et les technologies, approche cognitive des instruments contemporains, 1995.
URL : https://hal.archives-ouvertes.fr/hal-01017462

P. Rabardel and G. Bourmaud, From computer to instrument system: A developmental perspective, Special Issue "From Computer Artifact to Mediated Activity, vol.15, pp.665-691, 2003.

M. Rafalska, Towards improving teaching and learning of algorithmics by means of resources design: a case of primary school education in France, Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11, 2011.

C. Rao and G. Zhang, Teacher Cooperation: an important path to professional development, Teacher Education Research, issue.1, 2007.

J. T. Remillard, Examining key concepts in research on teachers' use of mathematics curricula, Review of Educational Research, vol.75, issue.2, pp.211-246, 2005.

J. T. Remillard, Examining teachers' interactions with curriculum resource to uncover pedagogical design capacity, Research on Mathematics Textbooks and Teachers' Resources: Advances and issues, pp.69-88, 2018.

Y. Ren, Review of Information literacy standards for students in American, Global Education, vol.5, pp.42-47, 2001.

M. S. Roberts and Z. E. Pruitt, Schools as professional learning communities: Collaborative activities and strategies for professional development, 2003.

K. Robinson and L. Aronica, Creative Schools: The Grassroots Revolution That's Transforming Education, 2015.

D. F. Robitaille and K. J. Travers, International studies of achievement in mathematics, Handbook of Research on Mathematics Teaching and Learning, pp.687-709, 1992.

K. M. Rocha, Uses of Online Resources and Documentational Trajectories: the Case of Sésamath, Research on Mathematics Textbooks and Teachers' Resources: Advances and issues, pp.235-260, 2018.

K. M. Rocha and L. Trouche, Documentational trajectory: a tool for analyzing the genesis of a teacher's resource system across her collective work, Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, pp.3732-3739, 2017.
URL : https://hal.archives-ouvertes.fr/hal-01541068

I. Dublin,

B. A. Rollett, How do expert teachers view themselves, Effective and Responsible Teaching: The New Synthesis, p.278, 1992.

S. Francisco,

E. Ropo, Teaching Expertise: Empirical findings on expert teachers and teacher development, Professional learning: Gaps and transitions on the way from novice to expert, pp.159-179, 2004.

B. Dordrecht,

L. Rosenfeld and P. Morville, Information Architecture for the World Wide Web2nd Edition, 2002.

D. Rousseau and M. Morvan, La dénomination, 2000.

K. Ruthven, Towards a Naturalistic Conceptualisation of Technology Integration in Classroom Practice: the example of school mathematics, Education & didactique, vol.3, issue.1, pp.131-159, 2009.

K. Ruthven, Frameworks for analysing the expertise that underpins successful integration of digital technologies into everyday teaching practice, The Mathematics Teacher in the Digital Era: An International Perspective on Technology Focused Professional Development, pp.373-393, 2014.

G. Ryle, The concept of Mind, 1949.

D. S. Saberts, K. S. Cushing, and D. Berliner, Differences among teachers in a task characterized by simulaneity, multidimensionality, and immediacy, Amercican Educational Research Journal, vol.28, pp.63-88, 1991.

A. D. Schliemann and D. W. Carraher, Context and cognition: Ways of learning and knowing, pp.47-73, 1993.

W. Schneider, Training high performance skills: Fallacies and guidelines, Human Factors, vol.27, issue.3, pp.285-300, 1985.

A. Schoenfeld, Mathematical Problem Solving, 1985.

A. Schoenfeld, Reflections on Teacher Expertise, Expertise in Mathematics Instruction, pp.327-341, 2011.

A. Schoenfeld and J. Kilpatrick, Toward a theory of proficiency in teaching mathematics, Tools and processes in mathematics teacher education: The international handbook of mathematics teacher education, vol.2, pp.321-354, 2008.

P. Schram, S. Feiman-nemser, and D. L. Ball, Think About Teaching Subtraction with Regrouping: A Comparison of Beginning and Experienced Teachers' Responses to Textbooks (89-5), 1989.

D. Schön, The reflective practitioner: How professionals think in action, 1983.

G. Schubring, Factors determining theoretical developments of mathematics education as a discipline: Comparative historical studies of its institutional and social contexts, Foundations and methodology of the discipline mathematics education (didactics of mathematics) (Proceedings of the 2nd TME-Conference, pp.161-173, 1988.

G. Schubring, Pure and applied mathematics in divergent institutional settings in Germany: The role and impact of Felix Klein, The history of modern mathematics, vol.2, pp.171-220, 1989.

L. Shulman, Those who understand knowledge growth in teaching, Educational Researcher, vol.15, issue.2, pp.4-14, 1986.

L. Shulman, Knowledge and teaching: Foundations of he new reform, Harvard Educational Review, vol.57, issue.1, pp.1-22, 1987.

L. Shulman, Research on teaching: A historical and personal perspective, Effective and Responsible Teaching, pp.14-29, 1992.

R. Shumway, The new calculators: Some possible implications, The mathematics curriculum: Towards the year, pp.281-289, 1989.

D. P. Simon and H. A. Simon, Indi-vidual differences in solving physics problems, pp.325-348, 1978.

D. K. Simonton, Creative productivity, age, and stress: A biographical time series analysis of 10 classical composers, Journal of Personality and Social Psychology, vol.35, pp.791-804, 1977.

A. D. Singh and M. Hassan, In pursuit of smart learning environments for the 21st century, 2017.

J. Sloboda, Musical experties, Towards a General Theory of Expertise, pp.153-171, 1991.

D. E. Smith, Réformes à accomplir dans l'enseignement des mathématiques: Opinion de M. Dav. Eug. Smith, 1905.

L. Mathématique, , vol.7, pp.469-471

R. L. Solso and P. Dallop, Prototype formation among professional dancers, Empirical Studies of the Arts, vol.13, issue.1, pp.3-16, 1995.

L. A. Sosniak, Retrospective Interviews in the Study of Expertise and Expert Performance, pp.287-301, 2006.

L. A. Sosniak and C. L. Perlman, Secondary education by the book, Journal of Curriculum Studies, vol.22, issue.5, pp.427-442, 1990.

F. Spagnolo and D. Paola, European and Chinese Cognitive Styles and their Impact on Teaching Mathematics, 2010.

S. Council, Decision on basic education reform and development, Chinese government document, 2001.

M. K. Stein and G. Kim, The Role of Mathematics Curriculum Materials in Large-Scale Urban Reform, Mathematics Teachers at Work, pp.37-55, 2009.

R. J. Sternberg and J. A. Horvath, A prototype view of expert teaching, Educational Researcher, vol.24, issue.6, pp.9-17, 1995.

J. W. Stigler and J. W. Hiebert, The teaching gap: Best ideas from the world's teachers for improving education in the classroom, 1999.

H. L. Swanson, J. E. O'connor, and J. B. Cooney, An information processing analysis of expert and novice teachers problem solving, Amercican Educational Research Journal, vol.27, issue.3, pp.533-556, 1990.

G. Tchibozo, Performance management in the French system of secondaryteacher training, International Review of Education, vol.51, issue.1, pp.3-21, 2005.

K. Toyama, There are no technology shortcuts to good education, 2011.

G. Vergnaud, La pensée est un geste. Comment analyser la forme opératoire de la connaissance, Enfance, vol.1, issue.1, pp.37-48, 2011.

J. Voogt, T. Laferrière, A. Breuleux, R. C. Itow, D. T. Hickey et al., Collaborative design as a form of professional development, Instructional Science, vol.43, pp.259-282, 2015.

L. Vygotsky, Mind in society, 1978.

C. Wang, Teaching Research Group in China: an organisation dedicated to teacher professional development, 18ème école d'été de didactiques des mathématiques (18th Summer School in Mathematics Didactics), pp.19-26, 2015.

C. Wang, Documentation Expertise and its development in collectives: A Chinese case of Teaching Research Group, Proceeding is in progress). 19è École d'été de Didactique des Mathématiques organisée par l'ARDM (19th Summer School in Mathematics Didactics organised by the ARDM), pp.20-26, 2017.

C. Wang, Mathematics teachers' expertise in resources work and its development in collectives. A French and a Chinese Cases, Research on Mathematics Textbooks and Teachers' Resources: Advances and issues, pp.193-213, 2018.

C. Wang, DAD: Reflection on its application and development during 10 years

J. Wang, Chinese mathematics education: Tradition and reality, 2013.

L. Wang, Basic Education in China, 2009.

X. Wang, Social Media in Industrial China, 2006.

X. Wang, Historical Reflections on Curriculum Reform in Seventeen Years after the Foundation of P. R. C (In Chinese), Journal of Tianjin Normal University, vol.14, issue.1, pp.1-5, 2013.

J. Wang and L. Gu, Action education: A new model for in-services teachers' learning (in Chinese), 2007.

L. Wang, Q. Liu, X. Du, and J. Liu, Chinese Mathematics Curriculum Reform in the Twenty-First Century, The 21st Century Mathematics Education in China, pp.53-72, 2018.

C. Wang, U. Salinas, and L. Trouche, From teachers' naming system of resources to teachers' resource system: Contrasting a Chinese and a Mexican case, Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education, (pp. xxxx-yyyy), 2019.

C. Wang, L. Trouche, and B. Pepin, An investigation of Chinese mathematics teachers' resources work and their professional development in collectives, Proceeding of the second International Conference on Mathematics Textbooks, Research and Development, pp.144-157, 2018.
URL : https://hal.archives-ouvertes.fr/hal-01542613

&. Webster, New World Dictionary, 1968.

E. Wenger, Communities of Practice: Learning, Meaning, and Identity, 1998.

I. Westbury, Making curricula: why do states make curricula, and how, The SAGE Handbook of Curriculum and Instruction, pp.45-65, 2008.

D. A. Westernman, Expert and novice teacher decision making, Journal of Teacher Education, vol.42, issue.4, pp.292-305, 1991.

G. Wiggins and J. Mctighe, Understanding by design (Expanded), 2005.

A. Williams, S. Prestage, and J. Bedward, Individualism to Collaboration: the Significance of Teacher Culture to the Induction of Newly Qualified Teachers, Journal of Education for Teaching, vol.27, issue.3, pp.253-267, 2001.

S. M. Wilson, L. S. Shulman, and A. E. Richert, 150 different ways of knowing: Representations of knowledge in teaching, Exploring Teacher Thinking, pp.104-124, 1987.

C. Winsløw, A Comparative Perspective on Teacher Collaboration: The Cases of Lesson Study in Japan and of Multidisciplinary Teaching in Denmark, From Text to 'Lived' Resources: Mathematics Curriculum Materials and Teacher Development, pp.291-304, 2012.

N. Y. Wong, The influence of technology on the mathematics curriculum, Second international handbook of mathematics education, pp.271-321, 2003.

G. Wu, From instrumental thinking to artificial intelligence thinking---the crisis of the education technology and its transformation (in Chinese), Open Education Research, vol.2, pp.51-59, 2017.

Z. Wu and H. Liu, Discussion about the Formation of Teachers' Professional Ability and the Effective Teaching Approach for Higher Teacher Education, 2004.

, Teacher Education Research, issue.3, pp.27-31

L. Wu and J. Yu, Historical Retrospect and Reflection of Learning the Educational Experience of Soviet Union in the Early Days of China (In Chinese), Journal of the graduates in Sun Yat-Sen University (social science), vol.32, issue.4, pp.151-158, 2011.

Y. Xie and Y. Jiang, Information Literacy Investigation and Reflection of Teachers`Information Literacy in Rural Area, pp.61-63, 2004.

X. Yang, Information Literacy Investigation and Reflection on TeachersÌ nformation Literacy in Western China Rural Area (in Chinese), Education Exploration, issue.2, pp.106-108, 2007.

Y. Yang, How a Chinese teacher improved classroom teaching in a Teaching Research Group, ZDM International Journal on Mathematics Education, vol.41, pp.279-296, 2009.

X. Yang, Conception and characteristics of expert mathematics teachers in China, 2014.

X. Yang, G. Kaiser, J. König, and S. Blömeke, Measuring Chinese teacher professional competence: adapting and validating a German framework in China, Journal of Curriculum Studies, vol.50, issue.5, 2018.

Y. Yang, J. Li, H. Gao, and Q. Xu, Teacher Education and the Professional Development of Mathematic Teachers, Wang, J., Mathematics education in China: tradition and reality, pp.205-238, 2013.

Y. Yang and T. Ricks, Chinese lesson study. Developing classroom instruction through collaborations in school-based teaching research group activities, How Chinese teach mathematics and improve teaching, pp.51-65, 2013.

R. K. Yin, Case Study Research: Design and Methods, 2003.

R. Yinger, A Study of Teacher Planning, The Elementary School Journal, vol.80, issue.3, pp.107-127, 1980.

P. W. Yu and J. Golden, Developing TPACK in Elementary Mathematics Education: A Framework to Design Activities With Pre-Service Teachers, Handbook of Research on TPACK in the Digital Age, pp.47-68, 2019.

D. Zhang, The development of modern and contemporary mathematics in China (since the 1840s) (In Chinese), 2000.

D. Zhang, The transition of the world mathematics center in 20 century, In Chinese). Science of world, vol.10, pp.4-5, 2002.

J. Zhang, Status, Problems and Countermeasures for Normal School Students Training (In Chinese), Modern Education Science, issue.3, pp.15-18, 2011.

X. Zhang, The Current States of the Mathematics Curriculum Reform in the Mainland China and Some Cultural Analyzing, Research in Mathematical Education, vol.13, issue.2, pp.91-101, 2009.

Y. Zhang, Information Literacy Investigation of Primary and Secondary School Principals in North Jiangsu Province (In Chinese), China Education Technology, issue.6, pp.32-36, 2009.

Y. Zhang and Y. Li, Information Attainments": a New Definition (In Chinese), Educational Research, issue.3, pp.79-81, 2003.

J. Zhao, Cultivation of Information Literacy for Normal School Students (In Chinese), China Adult Education, issue.7, pp.37-38, 2004.

Q. Zhong and Y. Cui, For the Revitalization of the Chinese Nation and the Development of Every Student (In Chinese), 2001.

D. Zhang, S. Li, and R. Tang, Mathematics teaching and learning in Mainland China, How Chinese learn mathematics, pp.189-207, 2005.

D. Zhang and N. Song, The introduction of mathematics education (in Chinese), 2004.

J. Zhou and L. Reed, Chinese government documents on teacher education since the 1980s, Journal of Education for Teaching, vol.31, issue.3, pp.201-213, 2005.

X. Zhu and X. Han, Reconstruction of the teacher education system in China, International Education Journal, vol.7, issue.1, pp.66-73, 2006.

Z. Zhu, Y. , and X. , The system of Electronic Schoolbag and its Function Modeling (in Chinese). E-Education Research, pp.25-27, 2011.

.. .. Appendix, Transcription of interviews for teachers' resource work and resource systems, 2017.

. .. , 40 1.3.1 Selected transcriptions, translation and marks, p.43, 2017.

. .. , 44 1.4.1 Selected transcriptions, translation and marks, 4.3 Reflective IMRS (R-IMRS) of LIU, 2017.

. .. , 52 1.5.1 Selected transcriptions, translation and marks, 5.3 Reflective IMRS (R-IMRS) of YAO, 2017.

. .. , 57 1.6.1 Selected transcriptions, translation and marks, p.66, 2015.

, 7.2 Reflective Mapping Resource System (RMRS) of Cindy, p.82, 2015.

, Lexicon of the teachers' naming systems

, Logbook of teaching resources usage

, 93 Transcription of teachers' collective lesson preparation videos

, Et puis après, en fait, quand je suis arrivée ici et que je suis rentrée à Sésames et puis après à l'IREM, comme on a commencé à animer des stages, et ben je n'avais plus le temps donc j'ai animé des stages mais je n'ai pas assisté à des stages : j'ai changé de position. Mais le travail dans les groupes IREM et Sésames, c'est un petit peu comme de la formation continue parce qu'on échange avec d'autres qui nous apportent des choses, etc. Mais c'est vrai que des fois ça me manque un peu de ne plus faire de stages, Soit quand ils venaient dans ma classe, soit quand ils avaient leur propre classe et que j'allais les voir dans leur propre classe. Ensuite, la formation continue, donc? Les premières années d'enseignement, avant, peut-être jusqu'en 2008, pratiquement toutes les années j'avais des formations. Soit parce que certaines étaient proposées dans l'établissement ; comme j'étais dans un établissement difficile on avait des formations dans l'établissement en fait

. Voilà, Sésames d'abord parce que c'est le premier groupe que j'ai intégré. Il y avait des stages organisés par l'IREM et par Sésames et donc j'ai commencé à en faire et petit à petit, au fur et à mesure? au début on nous disait « il faudrait faire ce stage, est-ce que cela vous intéresse de faire ce stage ? » et petit à petit on s'est mis à en proposer en fait. Par exemple celui que tu as vu, sur la mise en train, c'est ANNA et moi qui avons plus ou moins eu l'idée de faire ce stage. Voilà. Alors qu'au début c'était plutôt « bon il y a ce stage à faire, est-ce que vous voulez vous en charger ? » sachant qu'on est dans la conception? enfin les stages qu'on a animés, c'est vraiment nous qui les avons complètement préparés. J'ai commencé à travailler avec ANNA quand je suis arrivée au collège en fait, d'abord pour préparer des cours et puis ensuite quand on est allé dans les groupes, Pourquoi est-ce que vous faites ce travail ? J'adore cette question. Donc, déjà l'idée de faire des formations c'est parce que j'ai intégré les groupes, c'est vraiment? ça vient de là. Dans les groupes on animait des stages, donc IREM et Sésames

. C'est-une-question-difficile, Par exemple à Sésames, Sylvie (qui est la chercheuse qui parraine le groupe) va nous donner par exemple des fonds théoriques

, Cela sert de ressources de réflexion pour pouvoir faire le stage. Après, dans les contenus, tu vois, par exemple les activités qu'on va prévoir ou les choses comme ça, ça ce sont des choses qu'on fabrique ??? (g?n g?ng xué xí)(full time training) 9 (Appendix1.1_GAO32) ?? (g?ng gù liàn xí

, ???(g?ng k?i kè) (open lesson) (Appendix1.1_GAO29)

, ?? (g?ng zhòng hào) (official account) (Appendix1.1_GAO29) ???(g?ng zuò sh?u cè)(work book) (Appendix1.1_GAO49)

?. ??, t?ng kè b? jì)(notebook for meetings

J. ??, j? ch? tí) (elementary exercises) (Appendix1.1_GAO15)

, ????(jí t? bèi kè) (collective lesson preparation) (Appendix1.1_GAO20) ??(jiào àn) (lesson plans

, ??

, ??(jiào jù)(teaching instruments) (Appendix1.1_GAO49, GAO50) ?????(jiào xué c?n k?o sh?) (teaching guidance book) (Appendix1.1_GAO2) ?? (jiào xué jìn dù)(teaching progress) (Appendix1.1_GAO23)

, ????(jiào yán huó dòng) (Teaching Research activities) (Appendix1.1_GAO25)

, ???(jiào yán yuán) (Teaching Research Officers) (Appendix1.1_GAO30, GAO31) ? ? ? ? (jiào yán z? huó dòng) (Teching Research Group activities) (Appendix1.1_GAO25, GAO56) ????(jiào yù j? gòu) (education agencies) (Appendix1.1_GAO30) ??? (ji?o liú xué xí) (exchange) (Appendix1.1_GAO32) ??(jiè b?n

, ??(j?n di?n) (the name of a publishing house) (Appendix1.1_GAO11) ?? (j?ng yàn) (experience) (Appendix1.2_GAO29)

, ????(j?ng yàn ji?o líu) (experience exchange) (Appendix1.1_GAO25) ??(juàn zi)

, ??(j?ng liàn) (selecting and praticing)(Appendix1.3GAO2)(Appendix2.2_YAO9)

K. , kè b?n) (textbooks) (Appendix1.1_GAO2, GAO17, GAO18) ??(kè bi?o) (course schedule) (Appendix1.1_GAO53)

, ??(kè chéng) (courses) (Appendix1.1_GAO29, GAO30, GAO53) ???? (kè chéng bi?o zh?n) (curriculum standard) (Appendix1.2_GAO32) ? ?(kè hòu xí tí) (after-lesson exercises

, ? (kè jiàn) (courseware) (Appendix1.1_GAO3) ??(kè tí) (research project) (Appendix1.1_GAO39)

, ????(kè wài sh? jí) (extracurricular books) (Appendix1.1_GAO1)

, ????(k?o shìshì juàn) (exam paper) (Appendix1.1_GAO31)

, L ??(lì tí) (examples) (Appendix1.1_GAO5, GAO8, GAO13) ?(liàn xí cè) (exercises book along with the textbook) (Appendix1.1_GAO15, GAO17, GAO18) ? (liàn xí tí) (exercises) (Appendix1.1_GAO13) (liàn xí) (exercises) (Appendix1.1_GAO24)

, ? (liàn xí kè) (exercise lesson) (Appendix1.1_GAO4, GAO16)

M. ??,

, ??(mó y?)(first practice exam) (Appendix1.1_GAO31)

, ? (mó èr)(second practice exam) (Appendix1.1_GAO31)

, ??(miàn p?)(face to face correcting) (Appendix1.1_GAO53)

, ????(miàn p? zuò yè)(face to face homework correcting) (Appendix1.1_GAO4) ?(míng zhù)(masterworks) (Appendix1.1_GAO49)

P. ???, p? zuò yè) (marking homework) (Appendix1.1_GAO53) ??(píng kè) (lesson evaluation

, Q ??(q? zh?ng)(mid-term exam) (Appendix1.1_GAO31)

, ????(q? zh?ng k?o shì) (mid-term exam) (Appendix1.1_GAO23)

, ? (q? mò)(final exam

, ? ?(shàng y? nián jí)(former grade) (Appendix1.1_GAO11)

, ??

, ??(shì tí)(exam questions) (Appendix1.1_GAO31) ?? (shì tí d?ng zhèng b?n) (notebook for exam questions) (Appendix1.2_GAO19)

, ??(sh?u j?)(cellphone) (Appendix1.2_GAO37)

, ?(sh?) (textbook) (Appendix1.1_GAO8, GAO17) ?(sh?) (extracurricular books) (Appendix1.1_GAO10, GAO11, GAO12, GAO14) ?(sh?) (books) (Appendix1.1_GAO10, GAO49) ??(sh? jí) (books) (Appendix1.1_GAO2, GAO11) ??(sh? jià)(bookshelves) (Appendix1.1_GAO49) ???(suí táng kè) (regular lesson) (Appendix1.1_GAO4) ????(Shanghai Zh?ng K?o W?ng)

, T ?(tí) (questions) (Appendix1.1_GAO2)

, ??(tí mù)(exercises) (Appendix1.1_GAO2, GAO10, GAO15, GAO16) ???(tí mù liàng) (exercise quantity) (Appendix1.1_GAO15) ??(tí xíng)(question types) (Appendix1.1_GAO2) ?(t?ng kè) (lesson observation) (Appendix1.1_GAO25, GAO27, GAO32) ???(t?ng kè b? jì)(notebook for lesson observation) (Appendix1.1_GAO49) ?? (tóng bù xué di?n) synchronize learning, ?(tí) (exercises) (Appendix1.1_GAO16, GAO23) ???(tí g?o tí) (exercises for improvement) (Appendix1.1_GAO15, GAO16)

, ???(tuò zh?n tí) (exercises for expansion) (Appendix1.1_GAO15, GAO16) W ???(w?n zì x?u)(evening self-learning session) (Appendix1.1_GAO53, GAO54) ?(w?ng

, ??

?. ??, w?ng shàng jiào yán) (online teaching research) (Appendix1.1_GAO25, GAO26, GAO27) ?(wèn tí) (problems) (Appendix1.1_GAO5, GAO24) ?(wèn tí) (questions) (Appendix1.1_GAO5, GAO23, GAO53) ?(wèn tí) (matter) (Appendix1.1_GAO5)

, ?(wèn tí) (issue) (Appendix1.1_GAO25, GAO31) ? (wén zh?ng) (articles) (Appendix1.1_GAO29) ??(w?i xìn) (Wechat) (G28) (Appendix1.2_GAO37) ?? (w?i xìn píng tái

, ??(w?zì x?u)(noon self-learning session) (Appendix1.1_GAO53, GAO54) X ? (xí tí) (exercises)

, ? ?(xiàn ch?ng t?ng kè) (on spot lesson observation) (Appendix1.1_GAO27)

, ? (xiào b?n) (school based exercises book) (Appendix1.1_GAO17) ??(x?n kè) (new lessons) (Appendix1.1_GAO16, GAO19) ??(xìn x?)(information) (Appendix1.1_GAO31) ????(xué xiào zuò yè) (school work) (Appendix1.1_GAO5) ???(xué ér s?) (TAL Education) Resources for and from collective ???

, ?? ?(bèi kè z? zh?ng)(leader of LPG) (Appendix1.1_GAO40)

, ? (shàng y? jiè)(former graduating classes16) (Appendix1.1_GAO11)

, ? ?(shàng y? nián jí)(former grade) (Appendix1.1_GAO11) activities: ????(jiào yán huó dòng) (Teaching Research activities) (Appendix1.1_GAO25) ? ? ? ? (jiào yán z? huó dòng) (Teching Research Group activities) (Appendix1.1_GAO25, GAO56) ?(t?ng kè) (lesson observation) (Appendix1.1_GAO25, GAO27, GAO32) ? ??(w?ng shàng jiào yán

, ? ?(xiàn ch?ng t?ng kè) (on spot lesson observation) (Appendix1.1_GAO27)

, ??(píng kè) (lesson evaluation) (Appendix1.1_GAO25)

, if the training period lasts one week, then the visiting teacher (or the to-be-trained teacher will be arranged to follow a local teacher (generally an experienced one, as his/her mentor), all the mentor's school work during whole week (from the morning till afternoon), including observing the lessons, attending the meetings, etc. ??? (ji?o liú xué xí) (exchange) (Appendix1.1_GAO32) ????

, ?? (bèi kè z?) Lesson Preparation Group (LPG) (Appendix1.1_GAO20, GAO23, GAO38) ?? (jiào xué jìn dù)(teaching progress) (Appendix1.1_GAO23)

, ????(jí t? bèi kè) (collective lesson preparation) (Appendix1.1_GAO20) ??(jiè b?n) (borrow class) (Appendix1.1_GAO4) Resources: ???(g?ng zuò sh?u cè)(work book) (Appendix1.1_GAO49)

?. ??, t?ng kè b? jì)(notebook for meetings) (Appendix1.1_GAO49) ???(t?ng kè b? jì)(notebook for lesson observation) (Appendix1.1_GAO49) ??(z?ng jié)(summary report) (Appendix1.1_GAO56) ??(f?n s?)(reflection report) (Appendix1.1_GAO56) Mobilephone: App ????(jiào yù j? gòu) (education agencies) (Appendix1.1_GAO30) ???(xué ér s?) (TAL Education) 18 (Appendix1.1_GAO30) Wechat ??(w?i xìn) (Wechat) (G28) (Appendix1.2_GAO37) ?? (w?i xìn píng tái

, ?? (g?ng zhòng hào) (official account) (Appendix1.1_GAO29)

, ? (wén zh?ng) (articles) (Appendix1.1_GAO29) ??(shì pín)(video)( Appendix1.2_GAO38) For students

, ??(miàn p?)(face to face correcting) (Appendix1.1_GAO53)

, ????(miàn p? zuò yè)(face to face homework correcting) (Appendix1.1_GAO4) ?(míng zhù)(masterworks) (Appendix1.1_GAO49) ??? (d?n dú f? d?o)(individual instruction) (Appendix1.1_GAO53) ??(dié kè)(two continuous lessons given tohether) (Appendix1.1_GAO54) ?? (cuò tí) (mistakes) (Appendix1.2_GAO19) ?? (shì tí d?ng zhèng b?n) (notebook for exam questions) (Appendix1.2_GAO19)

, En fait comme ça n existait pas avant dans les programme, tout est nouveau ; la ressource de base, c'est quand même le programme. ANNA : Oui Cindy : Et l accompagnement, Cindy : Tout est nouveau rires

C. :. , c est vraiment la première chose qu on regarde parce que c'est ça qui... et après, dans les manuels, il y a une interprétation

, ANNA : J'ai l accompagnement, j'ai tout mis ensemble

. C-:-voilà and . Donc, mais les deux sont nouveaux, parce que les deux, on n'a pas, enfin, on en a pris connaissance l'année dernière au mois de juin, quand ils ont commencé à faire paraître les projets de programme, mais finalement, c'est pas, Et puis, après, dans les manuels, en fait, pour le moment, on ne sait pas trop ce qu il y a? S : On ne sait pas. on n'a pas trop regardé encore C: Donc je pense qu on va regarder d'abord

. S-:-oui, C : Mais, si , quand même, pour se moquer? ANNA: Non, non, même pas

S. and L. .. , je pense que ce qui est le plus important là, pour défricher parce que en une heure, ça va être juste défricher, ça va être les programmes, les accompagnements de programme, et puis, puis essayer de se mettre d'accord, sur quel point, qu'est-ce qu'on a envie de travailler avec les élèves. Cindy : Oui, quel type d activité Cindy : Sachant qu'on a eu une, une injonction au niveau de l inspection, et ça a été redit en stage, sur le fait qu il fallait absolument que les élèves manipulent plus

M. Anna-:-oui,

C. ,

, ANNA : Oui, mais la difficulté quand même, on va en reparler, mais, moi, j ai pas envie de faire des cours de Scratch, donc l algorithmique, pour moi, c est plus une pensée, c'est pas savoir utiliser un logiciel