Session Information
16 SES 08A, ICT in Teacher Training and Teacher Collaboration
Paper Session
Contribution
Method
Expected Outcomes
References
Adler, J. (2000). ‘Conceptualising resources as a theme for teacher education’, Journal of Mathematics Teacher Education 3, 205–224. Brousseau, G.: 1997, The theory of didactical situations, Kluwer Academic Publishers, Dordrecht. Fugelstad, A.B. (2007). ‘Developing tasks and teaching with ICT in mathematics in an inquiry community’, proceedings of the fifth CERME conference, Larnaca, Cyprus. Gueudet G., Trouche L. (2007). Vers de nouveaux systèmes documentaires des professeurs de mathématiques, in I. Bloch, F. Conne (eds.), Actes de la 14e Ecole d'été de didactique des mathématiques, ARDM. Jaworski, B. (2006) Theory and practice in mathematics teaching development: critical inquiry as a mode of learning in teaching. Journal of Mathematics Teacher Education 9, 187-211. Krainer, K. (2003). Editorial. Teams, communities and networks. Journal of Mathematics Teacher Education 6, 93-105. Lachance, A., Confrey, J. (2003). Interconnecting content and community: a qualitative study of secondary mathematics teachers. Journal of Mathematics Teacher Education 6, 107-137. Pairform@nce (2008). Website of the national project, http://www.pairformance.education.fr/. Rabardel, P. (1995). Les hommes et les technologies, approche cognitive des instruments contemporains. Paris : Armand Colin. (english version at http://ergoserv.psy.univ-paris8.fr/Site/default.asp?Act_group=1) Rabardel, P., Bourmaud, G. (2003). ‘From computer to instrument system: a developmental perspective’, in P. Rabardel and Y. Waern (eds.), Special Issue “From Computer Artifact to Mediated Activity”, Part 1: Organisational Issues, Interacting With Computers 15(5), 665–691 Ruthven, K. (2008). ‘Teachers, technologies and the structures of schooling’, Proceedings of CERME 5, Larnaca, Chypre. Wenger E. (1998). Communities of practice. Learning, meaning, identity. New-York: Cambridge University Press.
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