Mathematics teacher training: a contribution of didactic engineering (ED)

Abstract

Undoubtedly, the francophone aspect provided an advance and detail of the operational and scientific treatment, concerning the scope of teaching and learning in Mathematics, for its various levels. In a temporal period that required some decades, we contacted a distinguished interest in the controlled production of phenomena originating from the trinomial interactions of teacher - students - mathematical knowledge. Thus, from a special concern with the action and modeling of teacher actions, the present work discusses some elements visibly conditioned by a 2nd generation Didactic Engineering perspective or Training Engineering. Therefore, from a greater attention that shifted from Classical Engineering or 1st generation, which was eminently concerned with an action of device production, in view of the accumulation of knowledge related to the teaching of certain content, we began to observe In the specialized literature, especially in the international literature, the strong indication of a new concern with the production of educational resources and the professional improvement of the Mathematics teacher. In addition, in assuming the teacher of Mathematics as an important actor in the process, the work has implications for its mediation, which is guided by some of the presuppositions of didactic transposition (CHEVALLARD, 1991).