Inés M. GÓMEZ-CHACÓN (Coordinator), Nuria CLIMENT, Assia NECHACHE, Konstantinos NIKOLANTONAKIS, Diana ZAKARYAN

Abstract

In this topic we will advance on the reflection of the teachers role and the interactions when forming a consistent and also efficient MWS, already initiated in the Symposium ETM4 and developed some of its aspects in the Symposium ETM5. The design and implementation of the suitable MWS are in the responsibility of the teacher. What are the didactic choices made by the teacher in designing the suitable MWS? Implementation of these suitable MWS in the classroom requires interactions between students and teacher to develop the mathematical work. These interactions can occur during collective phases, or during group work. How do these interactions occur? How does the teacher manage her interactions? The analysis of the interactions produced during implementation of the suitable MWS in the classes becomes necessary for understanding the development of mathematical work. This analysis is carried out from a holistic viewpoint that takes into account different interdependent dimensions (cognitive, educational, technical, affective, cultural) (see proceedings ETM4).

To implement the suitable MWS, the teacher must rely on the reference MWS proposed by the institution to which he is working. However, when designing and implementing these suitable MWS, the teacher also relies on her  knowledge. How to identify the knowledge that the teacher relies on to the implement suitable MWS? Does this knowledge enable the teacher to design coherent MWSs that are consistent and effective?

In this theme, studies on how to describe teacher-student interactions in the implementation of the suitable MWS can be proposed. In this theme we will also focus on the process of interaction between teachers' knowledge and the different fields of mathematical work in the design and implementation of the suitable MWSs but also in the context of teacher training.

In relation to teacher training, the role of teachers’ knowledge and personal epistemology (beliefs, emotions ...) of teachers in the development of the suitable MWS and how the MWS model could be useful in teacher training is considered. Thus, questions to be formulated in the conclusions of the Symposium ETM4 and ETM5 are posed: is it possible to advance in a model for teachers and teacher trainers? Is it possible to conceptualize teacher training from the perspective of MWS? How could we deepen the study of the relationships between mathematics teachers and the MWS model? What is the specificity of being an undergraduate teacher, teacher, teacher educator or student with respect to mathematics teachers’ trainer’s specialised knowledge and MWS model?

References

See the synthesis of theme 3 in the Proceedings of ETM 4 symposium, http://www.mat.ucm.es/imi/ETM4/ETM4libro-final.pdf, pp. 407-412.

And Proceedings of ETM 5 symposium: http://etm5.web.uowm.gr/proceedings/

Also see : Gómez-Chacón, I.M., Kuzniak, A.,Vivier, L. (2016) The Teacher's role from the perspective of Mathematical Working Spaces | [El rol del profesor desde la perspectiva de los Espacios de Trabajo Matemático], Bolema - Mathematics Education Bulletin 30 (54), pp. 1-22.