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Papers & book chapters by Sophie Soury-Lavergne
This paper focuses on a duo of artifacts, constituted by a physical artifact and its digital coun... more This paper focuses on a duo of artifacts, constituted by a physical artifact and its digital counterpart. It deals with the theoretically and empirically underpinned design process of the digital artifact, the e-pascaline developed with Cabri Elem technology, in reference to a physical artifact, the pascaline. The theoretical frameworks of the instrumental approach and the theory of semiotic mediation together with the analysis of teaching experiments with the pascaline support the design in terms of continuity and discontinuity between the two artifacts. The components of the digital artifact were chosen among the components of the physical artifact that are the object of instrumental genesis by the students and that are analyzed as having a semiotic potential that contributes to didactical aims. Moreover, components instrumented by students while having inadequate semiotic potential were eliminated. With the resulting duo, each artifact adds value to the use of the other artifact for mathematical learning.
ZDM, The International Journal on Mathematics Education, 44(6), 717-731, 2012
This paper considers the work carried out by online teacher educators and their professional deve... more This paper considers the work carried out by online teacher educators and their professional development. We use the theoretical perspective of the documentational approach that focuses, in this case, on the interaction between teacher educators and the resources they use for their online training work. We thus study the following issues: (1) What kinds of resources do online teacher educators need, and how are such resources modified according to the educators’ specific skills and needs? (2) What specific skills are needed for setting up online training for mathematics teachers and how do these skills evolve as teacher education resources are used? We consider both questions simultaneously, while presenting results from a study within a specific teacher training programme in France that proposes “training paths” on a national platform. These “paths” are resources designed for teacher educators. We follow the appropriation of two training paths by two educator teams. The ways in which these educator teams were able to appropriate the paths give insights into the teacher educators’ skills and, as well, into the resources they need. By looking at their use of resources (as online mathematics teacher educators), we observe and analyse professional geneses, leading to the development of new skills.
Papers by Sophie Soury-Lavergne
Choix(de(concepLon(et(conséquences(sur(les(mathémaLques(et(leur(apprenLssage(ModificaLon(de(la(co... more Choix(de(concepLon(et(conséquences(sur(les(mathémaLques(et(leur(apprenLssage(ModificaLon(de(la(connaissance(mathémaLque((Exemple(du(point(:(un(point(A(dynamique(est(indépendant(de(sa(posiLon(Conséquence(:(le(point(A(est(la(classe(des(points(ayant(les(mêmes(propriétés(Problème(:(dans(certains(logiciels,(confusion(entre(les(points,(par(exemple(les(deux(points(d'intersecLon(d'une(droite(et(d'un(cercle.(Exemple(du(segment(:(le(segment(dynamique(n'a(pas(de(longueur(fixe(((9" Maschietto & Soury-Lavergne EEDM2017 Choix(de(concepLon(et(conséquences(sur(les(mathémaLques(et(leur(apprenLssage(ModificaLon(de(la(connaissance(mathémaLque((Exemple(du(point(:(un(point(A(dynamique(est(indépendant(de(sa(posiLon(Conséquence(:(le(point(A(est(la(classe(des(points(ayant(les(mêmes(propriétés(Problème(:(dans(certains(logiciels,(confusion(entre(les(points,(par(exemple(les(deux(points(d'intersecLon(d'une(droite(et(d'un(cercle.(Exemple(du(segment(:(le(segment(dynamique(n'a(pas(de(longueur(fixe((ConLnuité(versus(réversibilité(ConLnuité(lors(du(déplacement(des(objets(à(l'interface(:(nécessité(pour(l'uLlisateur((exemple(du(point(quelconque(sur(un(segment)(Réversibilité(de(l'acLon(:(nécessité(pour(l'apprenLssage((exemple(de(la(bissectrice)(Impossible(d'avoir(simultanément(la(conLnuité(et(la(réversibilité(dans(le(même(environnement((Kortenkamp(1999)((Gawlick(2004)((Geneves(2004)((10" Maschietto & Soury-Lavergne EEDM2017 Le(déplacement,(une(foncLonnalité(centrale(de(la(géométrie(dynamique(Etudes(du(déplacement((DisLncLon(entre(photo9déplacement(et(vidéo9déplacement((Olivero(2002),((Arzarello(et#al.#2002)(AppropriaLon(difficile(par(les(élèves(et(les(enseignants((Capponi(&(Laborde(1994)((Soury9Lavergne(2006)((Restrepo(2008)((Sacristan(2017)(Différents(instruments(déplacement((Restrepo(2008)((Croisement(des(finalités(et(contraintes(de(l'artefact(avec(les(finalités(et(contraintes(mathémaLques((approche(instrumentale(Rabadel(1995)(:(• Déplacement(libre,(contraint(ou(indirect(/(point(a*rapable(et(point(déplaçable(• Déplacement(pour(ajuster,(déplacement(mou(ou(guidé,(déplacement(exploratoire((recherche(d'invariants,(de(trajectoires…),(déplacement(pour(valider(ou(invalider(ObservaLon(des(genèses(instrumentales(du(déplacement(en(classe(de(6 e ((• Déplacement(pour(ajuster(chez(tous(les(élèves,(déplacement(pour(invalider(ou(pour(trouver(une(trajectoire(pour(quasiment(tous(les(élèves,(mais(pas(pour(valider.(• Déplacement(des(objets(1D(ou(de(dimension(plus(grande(et(pas(des(points(DisLncLon(déplacement(pour(tester(ou(déplacement(pour(formuler(une(conjecture((Baccaglini9Frank(et(Marios(2010)(
Le Centre pour la Communication Scientifique Directe - HAL - memSIC, Jun 23, 2011
National audienc
Le Centre pour la Communication Scientifique Directe - HAL - ENS-LYON, May 28, 2013
International audienc
There is a great heterogeneity of available digital resources for teaching mathematics. As a resu... more There is a great heterogeneity of available digital resources for teaching mathematics. As a result, it may be difficult for maths teachers to resort to explicit and objective criteria for analyzing a digital resource and estimating the value of using it in the classroom. One of the aims of the Intergeo project (http://i2geo.net) is to gather all digital resources based on dynamic geometry in European languages and to make them available to teachers (see Fioravanti and Recio workshop). As more than 2000 resources are available, it was important to also make available comments and quality evaluation in order to help teachers in finding resources appropriate for their needs and aims. An evaluation tool was thus developed within the Intergeo project under the form of a questionnaire dealing with several aspects of a resource. The workshop will discuss the theoretical foundations and the choice of the topics addressed by the questionnaire: metadata, technical aspect, mathematical dimens...
Ce rapport presente les objectifs, le deroulement et les resultats du projet MIRA intitule "... more Ce rapport presente les objectifs, le deroulement et les resultats du projet MIRA intitule " Modelisation mathematique de phenomenes variables dans l'enseignement a l'aide de la geometrie dynamique " realise en collaboration entre l'equipe DIAM du Laboratoire d'Informatique de Grenoble de l'Universite Joseph Fourier et l'equipe DDM de l'Universite Pedagogique d'Ho Chi Minh Ville au Viet Nam. Ce projet MIRA s'est deroule de decembre 2009 a decembre 2010 avec le soutien financier de la region Rhone Alpes. Il constitue la premiere annee d'un projet plus ample de meme nom qui continuera de se derouler sur deux ans. Le temps limite d'une annee nous a amenes a nous centrer sur l'aspect majeur du projet qui consiste en la production de situations didactiques pour l'enseignement. Ainsi, a partir d'une etude de la place de la modelisation fonctionnelle (en particulier des phenomenes periodiques) dans les curricula des deux pay...
Le Centre pour la Communication Scientifique Directe - HAL - SHS, 2011
http://revue.sesamath.net/spip.php?article364National audienc
10ème Université d'Automne du SNUipp, Oct 22, 2010
National audienc
Séminaire académique d'Amiens, Oct 11, 2012
fenêtres sur cours, Nov 1, 2010
National audienc
Usage des technologies et formation professionnelle des enseignants à l'université Compte rendu d... more Usage des technologies et formation professionnelle des enseignants à l'université Compte rendu d'expérience
Deliverable 6.2 of the InterGeo European eContentplus project ECP-410016 - Nov 2009 In this docum... more Deliverable 6.2 of the InterGeo European eContentplus project ECP-410016 - Nov 2009 In this document we describe best practises for producing educational content using DGS and reviewing it, aimed at helping reviews regarding tests in the classroom to be fed back. The output of this work is twofold, a comparison of the different types of pedagogical resources, and of the different resource models to package this content and a guideline for authors and teachers to be reflected as help pages on the Intergeo website to guide the users.
It presents Meta-Didactical Transposition, as a new model for framing teacher education projects ... more It presents Meta-Didactical Transposition, as a new model for framing teacher education projects that takes both the research and the institutional dimensions into account. The model is mainly based on the Anthropological Theory of Didactics by Y. Chevallard. In the background of current literature on teacher education, the general aim is to discuss the scope and potentialities of the model, and to use it to study some examples. Two national teacher education programs are analysed using the model: the French Pairform@nce and the Italian M@t.abel.
ZDM, 2015
Our paper focuses on the relationship between spatial and geometrical knowledge in problem solvin... more Our paper focuses on the relationship between spatial and geometrical knowledge in problem solving situations at primary school. We have created tasks that involve three different spaces: physical space, graphical space and geometrical space. We aim to study the specific role of graphical space as a bridge between the other two spaces using paper and pencil and digital technology. We resort to the idea of dimensional deconstruction to design the tasks and to characterize the geometrical reasoning in pupils' problem solving processes. We organized a class-based intervention with 7year-old pupils to experiment a spatial problem involving the use of a grid and Cabri Elem e-book.
New ICMI Study Series, 2009
Abstract This chapter analyses and compares various theoretical frameworks that illuminate the te... more Abstract This chapter analyses and compares various theoretical frameworks that illuminate the teacher's role in technology-integrated learning environments and the inter-relationship between factors influencing teachers' use of digital technologies. The first section of the chapter ...
Intergeo, Deliverable ND6, 2008
This paper focuses on a duo of artifacts, constituted by a physical artifact and its digital coun... more This paper focuses on a duo of artifacts, constituted by a physical artifact and its digital counterpart. It deals with the theoretically and empirically underpinned design process of the digital artifact, the e-pascaline developed with Cabri Elem technology, in reference to a physical artifact, the pascaline. The theoretical frameworks of the instrumental approach and the theory of semiotic mediation together with the analysis of teaching experiments with the pascaline support the design in terms of continuity and discontinuity between the two artifacts. The components of the digital artifact were chosen among the components of the physical artifact that are the object of instrumental genesis by the students and that are analyzed as having a semiotic potential that contributes to didactical aims. Moreover, components instrumented by students while having inadequate semiotic potential were eliminated. With the resulting duo, each artifact adds value to the use of the other artifact for mathematical learning.
ZDM, The International Journal on Mathematics Education, 44(6), 717-731, 2012
This paper considers the work carried out by online teacher educators and their professional deve... more This paper considers the work carried out by online teacher educators and their professional development. We use the theoretical perspective of the documentational approach that focuses, in this case, on the interaction between teacher educators and the resources they use for their online training work. We thus study the following issues: (1) What kinds of resources do online teacher educators need, and how are such resources modified according to the educators’ specific skills and needs? (2) What specific skills are needed for setting up online training for mathematics teachers and how do these skills evolve as teacher education resources are used? We consider both questions simultaneously, while presenting results from a study within a specific teacher training programme in France that proposes “training paths” on a national platform. These “paths” are resources designed for teacher educators. We follow the appropriation of two training paths by two educator teams. The ways in which these educator teams were able to appropriate the paths give insights into the teacher educators’ skills and, as well, into the resources they need. By looking at their use of resources (as online mathematics teacher educators), we observe and analyse professional geneses, leading to the development of new skills.
Choix(de(concepLon(et(conséquences(sur(les(mathémaLques(et(leur(apprenLssage(ModificaLon(de(la(co... more Choix(de(concepLon(et(conséquences(sur(les(mathémaLques(et(leur(apprenLssage(ModificaLon(de(la(connaissance(mathémaLque((Exemple(du(point(:(un(point(A(dynamique(est(indépendant(de(sa(posiLon(Conséquence(:(le(point(A(est(la(classe(des(points(ayant(les(mêmes(propriétés(Problème(:(dans(certains(logiciels,(confusion(entre(les(points,(par(exemple(les(deux(points(d'intersecLon(d'une(droite(et(d'un(cercle.(Exemple(du(segment(:(le(segment(dynamique(n'a(pas(de(longueur(fixe(((9" Maschietto & Soury-Lavergne EEDM2017 Choix(de(concepLon(et(conséquences(sur(les(mathémaLques(et(leur(apprenLssage(ModificaLon(de(la(connaissance(mathémaLque((Exemple(du(point(:(un(point(A(dynamique(est(indépendant(de(sa(posiLon(Conséquence(:(le(point(A(est(la(classe(des(points(ayant(les(mêmes(propriétés(Problème(:(dans(certains(logiciels,(confusion(entre(les(points,(par(exemple(les(deux(points(d'intersecLon(d'une(droite(et(d'un(cercle.(Exemple(du(segment(:(le(segment(dynamique(n'a(pas(de(longueur(fixe((ConLnuité(versus(réversibilité(ConLnuité(lors(du(déplacement(des(objets(à(l'interface(:(nécessité(pour(l'uLlisateur((exemple(du(point(quelconque(sur(un(segment)(Réversibilité(de(l'acLon(:(nécessité(pour(l'apprenLssage((exemple(de(la(bissectrice)(Impossible(d'avoir(simultanément(la(conLnuité(et(la(réversibilité(dans(le(même(environnement((Kortenkamp(1999)((Gawlick(2004)((Geneves(2004)((10" Maschietto & Soury-Lavergne EEDM2017 Le(déplacement,(une(foncLonnalité(centrale(de(la(géométrie(dynamique(Etudes(du(déplacement((DisLncLon(entre(photo9déplacement(et(vidéo9déplacement((Olivero(2002),((Arzarello(et#al.#2002)(AppropriaLon(difficile(par(les(élèves(et(les(enseignants((Capponi(&(Laborde(1994)((Soury9Lavergne(2006)((Restrepo(2008)((Sacristan(2017)(Différents(instruments(déplacement((Restrepo(2008)((Croisement(des(finalités(et(contraintes(de(l'artefact(avec(les(finalités(et(contraintes(mathémaLques((approche(instrumentale(Rabadel(1995)(:(• Déplacement(libre,(contraint(ou(indirect(/(point(a*rapable(et(point(déplaçable(• Déplacement(pour(ajuster,(déplacement(mou(ou(guidé,(déplacement(exploratoire((recherche(d'invariants,(de(trajectoires…),(déplacement(pour(valider(ou(invalider(ObservaLon(des(genèses(instrumentales(du(déplacement(en(classe(de(6 e ((• Déplacement(pour(ajuster(chez(tous(les(élèves,(déplacement(pour(invalider(ou(pour(trouver(une(trajectoire(pour(quasiment(tous(les(élèves,(mais(pas(pour(valider.(• Déplacement(des(objets(1D(ou(de(dimension(plus(grande(et(pas(des(points(DisLncLon(déplacement(pour(tester(ou(déplacement(pour(formuler(une(conjecture((Baccaglini9Frank(et(Marios(2010)(
Le Centre pour la Communication Scientifique Directe - HAL - memSIC, Jun 23, 2011
National audienc
Le Centre pour la Communication Scientifique Directe - HAL - ENS-LYON, May 28, 2013
International audienc
There is a great heterogeneity of available digital resources for teaching mathematics. As a resu... more There is a great heterogeneity of available digital resources for teaching mathematics. As a result, it may be difficult for maths teachers to resort to explicit and objective criteria for analyzing a digital resource and estimating the value of using it in the classroom. One of the aims of the Intergeo project (http://i2geo.net) is to gather all digital resources based on dynamic geometry in European languages and to make them available to teachers (see Fioravanti and Recio workshop). As more than 2000 resources are available, it was important to also make available comments and quality evaluation in order to help teachers in finding resources appropriate for their needs and aims. An evaluation tool was thus developed within the Intergeo project under the form of a questionnaire dealing with several aspects of a resource. The workshop will discuss the theoretical foundations and the choice of the topics addressed by the questionnaire: metadata, technical aspect, mathematical dimens...
Ce rapport presente les objectifs, le deroulement et les resultats du projet MIRA intitule "... more Ce rapport presente les objectifs, le deroulement et les resultats du projet MIRA intitule " Modelisation mathematique de phenomenes variables dans l'enseignement a l'aide de la geometrie dynamique " realise en collaboration entre l'equipe DIAM du Laboratoire d'Informatique de Grenoble de l'Universite Joseph Fourier et l'equipe DDM de l'Universite Pedagogique d'Ho Chi Minh Ville au Viet Nam. Ce projet MIRA s'est deroule de decembre 2009 a decembre 2010 avec le soutien financier de la region Rhone Alpes. Il constitue la premiere annee d'un projet plus ample de meme nom qui continuera de se derouler sur deux ans. Le temps limite d'une annee nous a amenes a nous centrer sur l'aspect majeur du projet qui consiste en la production de situations didactiques pour l'enseignement. Ainsi, a partir d'une etude de la place de la modelisation fonctionnelle (en particulier des phenomenes periodiques) dans les curricula des deux pay...
Le Centre pour la Communication Scientifique Directe - HAL - SHS, 2011
http://revue.sesamath.net/spip.php?article364National audienc
10ème Université d'Automne du SNUipp, Oct 22, 2010
National audienc
Séminaire académique d'Amiens, Oct 11, 2012
fenêtres sur cours, Nov 1, 2010
National audienc
Usage des technologies et formation professionnelle des enseignants à l'université Compte rendu d... more Usage des technologies et formation professionnelle des enseignants à l'université Compte rendu d'expérience
Deliverable 6.2 of the InterGeo European eContentplus project ECP-410016 - Nov 2009 In this docum... more Deliverable 6.2 of the InterGeo European eContentplus project ECP-410016 - Nov 2009 In this document we describe best practises for producing educational content using DGS and reviewing it, aimed at helping reviews regarding tests in the classroom to be fed back. The output of this work is twofold, a comparison of the different types of pedagogical resources, and of the different resource models to package this content and a guideline for authors and teachers to be reflected as help pages on the Intergeo website to guide the users.
It presents Meta-Didactical Transposition, as a new model for framing teacher education projects ... more It presents Meta-Didactical Transposition, as a new model for framing teacher education projects that takes both the research and the institutional dimensions into account. The model is mainly based on the Anthropological Theory of Didactics by Y. Chevallard. In the background of current literature on teacher education, the general aim is to discuss the scope and potentialities of the model, and to use it to study some examples. Two national teacher education programs are analysed using the model: the French Pairform@nce and the Italian M@t.abel.
ZDM, 2015
Our paper focuses on the relationship between spatial and geometrical knowledge in problem solvin... more Our paper focuses on the relationship between spatial and geometrical knowledge in problem solving situations at primary school. We have created tasks that involve three different spaces: physical space, graphical space and geometrical space. We aim to study the specific role of graphical space as a bridge between the other two spaces using paper and pencil and digital technology. We resort to the idea of dimensional deconstruction to design the tasks and to characterize the geometrical reasoning in pupils' problem solving processes. We organized a class-based intervention with 7year-old pupils to experiment a spatial problem involving the use of a grid and Cabri Elem e-book.
New ICMI Study Series, 2009
Abstract This chapter analyses and compares various theoretical frameworks that illuminate the te... more Abstract This chapter analyses and compares various theoretical frameworks that illuminate the teacher's role in technology-integrated learning environments and the inter-relationship between factors influencing teachers' use of digital technologies. The first section of the chapter ...
Intergeo, Deliverable ND6, 2008
Rapport à destination du MESR, INRP-ENS de Lyon. , 2011
Ce rapport présente la recherche-développement, réalisée au cours de l’année 2009-2010, sur le pr... more Ce rapport présente la recherche-développement, réalisée au cours de l’année 2009-2010, sur le programme national Pairform@nce.
Ce travail a été réalisé par une équipe réunie par l’INRP, dans le cadre d’une convention avec la SDTICE, convention reconduite pour la troisième année consécutive1. Cette équipe (cf. Figure 2)
regroupe des chercheurs de plusieurs laboratoires : le CREAD (Universités de Bretagne Occidentale et Rennes 2), EducTice (INRP) et Praxiling (Université Montpellier 2) et de plusieurs
établissements (IUFM et IREM de Montpellier et de Rennes).
Approches plurielles en didactique des mathématique 161-173,
Notre contribution concerne la question de l’intégration des TICE et s’inscrit donc dans le thème... more Notre contribution concerne la question de l’intégration des TICE et s’inscrit donc dans le thème 2 du colloque. Plus précisément, la question générale posée au départ de notre étude est la suivante : quel accompagnement des professeurs pour soutenir l’intégration des TICE ?
Pour étudier cette question (dans l’enseignement du second degré en France), nous nous plaçons dans la perspective de l’approche instrumentale en didactique des mathématiques, approche que l’équipe DiDIREM a contribué, avec d’autres, à développer (Guin et Trouche 2002). Ce que nous présentons dans cette communication peut également être considéré comme un travail de développement de cette approche, étendant son champ d’application à des sujets professeurs : l’emploi d’une ressource par un enseignant suppose une appropriation de cette ressource, que l’on peut comprendre comme une genèse instrumentale. Au cœur de cette genèse, sont associés un mouvement d’instrumentalisation (les ressources sont transformées au cours de leur appropriation) et un mouvement d’instrumentation (l’appropriation induit une évolution professionnelle de l’enseignant).