No abstract

In this paper we study the uses by teachers of digital resources for teaching numbers at kindergarten (3 to 6 years old pupils). We refer to the theoretical framework of the documentational approach and to the notion of orchestration. We also refer to concepts from the Theory of Situations. Mobilizing digital resources for math implies for teacher designing new situations. This work is complex from the point of view of teacher' s didactics choices. It involves changes in teacher' s resources, practices and knowledge. In this paper, we explore these aspects. We based this research on the work of a group involving researchers, teacher educators and teachers, the MARENE group. This group develops sets of resources (software, tangible material, scenarios) for teaching numbers at kindergarten. We follow a long-term documentation work of two teachers, members of this group, who implement these sets of resources.

No abstract

No abstract

No abstract