ISBN : 9782897990534
Year of publication : 2023
Nombre de pages : 529
Langue : #!trpst#trp-gettext data-trpgettextoriginal=5211#!trpAnglais#French#!trpst#/trp-gettext#!trpAnglais#
Preparing students to teach mathematics is a shared responsibility. This book aims to offer university teachers a considerable number of opportunities to fuel their vision of skills development, and to propose activities that have become essential because of their impact on the understanding of mathematical concepts and therefore on success. He also wants to take into account the needs of students, who are confronted with the fact that the teaching they have received may differ considerably from what is expected of them today as teachers. This generates emotions that need to be taken into consideration.
To enable students to embrace new practices, they need to be able to experiment not only with their effectiveness, but also with their potential to generate interest and enjoyment. Since they'll have to teach in a way that respects the mathematical learning process, it's imperative that they experience teaching and learning activities and situations that enhance it. From then on, they can judge for themselves the importance of this type of teaching. So it's not simply a question of excelling at knowledge, but of reconstructing it from a socioconstructivist perspective. In this way, we achieve two objectives: to develop skills in the knowledge to be taught, and to introduce students to evidence-based practices. That's the strength of this book, and why it can claim to prepare students to teach!
With its rigorous yet user-friendly approach, its references to the most effective exercises, the organization of information to promote the appropriation of knowledge, the originality of the visual presentation and the precautions taken to ensure that students engage in a personal and professional process of constructing knowledge linked to the demands of the profession, this book is a first-rate tool for achieving training objectives.
Dr. Colette Picard has been sharing her passion for the past 35 years by offering various courses in mathematics education at the Université du Québec en Abitibi-Témiscamingue. His pedagogical approach, unique in Quebec, enables students to intervene directly with students, in their schools, thanks to a close collaboration established over the years. Her initial training as a remedial educator and her various research projects have enabled her to draw from these interventions elements that promote student success. This led to the writing of 18 volumes aimed at both students and teachers.
Valérie Veilleux (B.Ed) was introduced to this pedagogical approach at the very beginning of her university training. Since then, she has collaborated with Ms. Picard on both her academic pedagogical research and innovation in mathematics teaching and learning. She has been teaching at primary and secondary level for 13 years, in a variety of fields and levels, which made her an exceptional partner for the writing of this book. Indeed, she is able to take into account both the needs of students in training and those linked to the demands of the profession.
