时 间：2020/10/16 周五下午 3:30-5:00 pm
地 点：线上会议 钉钉ID 31576231
Kenneth Ruthven is Emeritus Professor of Education at the University of Cambridge in England, Honorary Professor of East China Normal University, and Guest Professor in Mathematics Education at Karlstad University in Sweden and at the University of Agder in Norway. His research examines curriculum, pedagogy and assessment, especially in mathematics, and particularly in the light of technological change. He is an Advisory Editor of the international journals Educational Studies in Mathematics and Research in Mathematics Education, and a Fellow of the (UK) Academy of Social Sciences. For further information see http://www.educ.cam.ac.uk/people/staff/ruthven/
In everyday language, a 'resource' is some form of supportive asset. Likewise a 'system' is some form of methodical organisation. Viewed in such terms, foundational mathematical texts, such as Euclid's Elements, can be seen as a form of mathematical 'resource system', adapting smaller resource units from many disparate sources, and providing them with an overarching logical organisation. Likewise, the schoolbooks, such as Durell's Geometry, which eventually took the place of the Elements, provided an overarching didactical organisation of such units, forming an educational 'resource system' adapted to the various needs of teachers and students.
There has been increasing interest in Western countries in 'resource-based' forms of learning and teaching, involving, respectively, more independent study by pupils and more localised curriculum design by teachers. This specialised educational notion of 'resource' refers to any type of material capable of supporting curricular activity. Nevertheless, the need remains for some kind of 'resource system', a framework guiding the selection and organisation of material from disparate sources to provide a comprehensive and coherent curriculum.
Such developments have led researchers to give renewed attention to mathematics teachers’ use of resources. This has produced more specific notions of 'resource system' attuned to the particular focus of research. Ruthven (2009) focuses on the practices and rationales through which mathematical teachers create a functional 'resource system' incorporating digital tools alongside (or in place of) classical ones. Gueudet & Trouche (2009) focus on the organisation and evolution of the 'resource system' consisting of the structured collection of resources used by a teacher in planning (and delivering) lessons, and on the schemes guiding these processes.
Gueudet, G., & Trouche, L. (2009). Towards new documentation systems for mathematics teachers? Educational Studies in Mathematics, 71(3), 199?218.
Ruthven, K. (2009). Towards a naturalistic conceptualisation of technology integration in classroom practice: the example of school mathematics. Education & Didactique, 3(1), 131?149.