Teacher education, students’ autonomy and digital technologies: A case study about programming with Scratch
JOFFREDO-LE BRUN, SOPHIE
How can future mathematics teachers be trained to combine the use of digital technologies with student autonomy? Referring to the documentational approach to didactics, we have designed and implemented an initial training course based on collective documentation work. Here we analyze the work of a team of trainees who designed a session on programming with Scratch, in terms of the potential of the lesson designed for the use of Scratch and student autonomy, and the professional knowledge mobilised. The analysis of this case highlights possibilities and limitations of such a training.
Digital technology, documentation work, programming, students’ autonomy, teacher education