Teachers' initiating change in practice due to variation of progression of didactical time
Résumé
This study aims at identifying situations where time can act as a condition for change in teacher practice. A design based research methodology was applied and teachers where offered help designing mathematics tasks they would want to use in the classroom. All the discussions from this collaboration were analysed using timescales as analytical categories as described by Assude (2005). The findings show that in a diverse class, the difference in learning pace between students can condition change in the teachers practice.
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