Jean-François Maheux- PhD
- Professor (Full) at University of Quebec in Montreal
Jean-François Maheux
- PhD
- Professor (Full) at University of Quebec in Montreal
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63
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Introduction
Current institution
Publications
Publications (63)
Les processus personnels de calcul sont présents dans le Programme de formation de l’école québécoise et dans la Progression des apprentissages en mathématiques au primaire sans y être définis. Cette absence de définition et de précision laisse place à différentes interprétations et suscite plusieurs questionnements qui prennent entre autres source...
L’université prépare les futurs enseignants en leur donnant un bagage didactique pour planifier et animer des activités d’enseignement-apprentissage. Cette formation initiale se poursuit avec les conseillers pédagogiques (CPs) qui accompagnent les enseignants. Depuis 2015, le Groupe de Recherche sur la Formation à l’Enseignement des Mathématiques (...
Little is known about what needs to be considered in probability teacher education. A qualitative exploratory research has been carried out concerning training of in-service secondary school teachers and mathematics consultants on teaching probability with technological tools (Thibault, 2021). Our goal was to describe and understand “training issue...
Collaborative research is an emergent process where research is conducted Ŗwithŗ teachers, instead of
being Ŗonŗ or Ŗaboutŗ them. Participants in this workshop had the opportunity to experience the stakes, the aims
and challenges of collaborative research along the typical Ŗmomentsŗ of the approach: co-situation, co-operation
and co-production. Foc...
Plusieurs études ont contribué à la clarification de la démarche de recherche collaborative (RC). Certaines questions ayant trait à l’activité réflexive et à la complexité de l’imbrication des voix des acteurs demeurent cependant peu explorées. Nous abordons cette complexité dans le cadre d’un projet impliquant plusieurs chercheurs et conseillers p...
La résolution de problèmes est une activité mathématique fondamentale dont l’actualisation en contexte d’enseignement s’avère complexe à mettre en oeuvre pour les enseignants et, en conséquence, pour les conseillers pédagogiques (CP) qui les accompagnent. Cette préoccupation a été le point de départ d’une recherche collaborative visant à mettre en...
Plusieurs études ont porté sur la démarche de recherche collaborative. Certaines questions liées à l’activité réflexive et à la complexité de l’imbrication des voix des acteurs, dans cette zone interprétative partagée où se co-constituent les données de la recherche, demeurent cependant peu explorées. Nous abordons cette complexité dans le cadre d’...
La résolution de problèmes constitue, au Québec et ailleurs dans le monde, une composante clé de l’enseignement des mathématiques, et les interactions sociales y jouent un rôle important. Pour que s’exercent des interactions riches et favorables à l’apprentissage des élèves, il faut considérer le pilotage du problème par l’enseignant ou l’enseignan...
In their recent editorial (Bakker et al., 2019), various editors of journals in mathematics education research address some issues related to effect sizes in quantitative studies for mathematics education and their usually accompanying analyses and meta-analyses. These issues appear timely, as discussions on these effect sizes are becoming overtly...
Papert compares learning difficulties in mathematics with learning difficulties with a
foreign language. His conclusions resonate with Bergeron and Barallobres’ analysis.
Comme didacticiens des mathématiques, nous sommes surpris de
réaliser combien la récente chronique de Bissonnette et Boyer (2018)
résonne avec nos préoccupations, malgré le fait que nos perspectives
(didactiques) soient fortement opposées. En effet, d’un point de
vue didactique (des mathématiques), l’initiative de Bissonnette et
Boyer (2018) est im...
When it comes to appreciating school mathematics, there is a strong tendency to turn to the work of professional mathematicians as a reference. Although we see good reasons to do so, in this paper we question that reference to professional mathematicians as a “standard” for school mathematics and pay more attention to what the practice of mathemati...
S’attarder aux questions de contextualisation dans l’enseignement et l’apprentissage des mathématiques constitue, comme le montrent les travaux de recherche en didactique des mathématiques et les contraintes institutionnelles, un enjeu important à considérer dans la formation des enseignants. C’est à cet enjeu que s’attarde cet article. Trois cas d...
Résumé – Un intérêt grandissant pour les ressources en didactique des mathématiques demande l’élaboration de cadres afin d’en conceptualiser le rôle et les effets chez les apprenants. Une approche qui semble avoir été peu explorée jusqu’ici se trouve dans les travaux de Papert (1981) qui met en évidence le concept d’objet-avec-lequel-penser1. Cette...
This paper is a translated and enhanced version of a book chapter outlining elements of collaboration between a mathematician and a mathematics teacher educator on issues related to the mathematical preparation of secondary-level mathematics teachers.
Now, what do you make of that? We want to discuss mathematics education, and research in mathematics education (we don't really need to specify, hence the parenthesis). And we want to address teaching and learning (mathematics, but we skipped the parenthesis this time around because we used the word just before) in terms of not-being. You will noti...
Calculation algorithms are fated to be supplanted, and the art of using them replaced by different sets of skills, and eventually: machines. Yet, using and creating algorithms is still mathematically relevant and in fact contributes to the evolution of mathematics itself. In school and everyday life, however, calculating is often seen as a mindless...
Context •There has always been a tremendous and varied amount of work on problem-solving in mathematics education research. However, despite its variety, most if not all work in problem-solving shares similar epistemological assumptions about the fact that there is a problem to be solved and that solvers make an explicit selection of a strategy and...
Our presentation addresses diversity, one of the themes of SEMT 2017, through the lens of the pedagogical consultant (PC) profession. This diversity is considered, on one hand, from the angle of the utilisation of in-class problem-solving and what it requires from teachers. On the other hand, we also look at it from the angle of PCs, these upstream...
Mason (2003) proposes that mathematics learning involves developing one's sensitivity to noticing. But how can students develop such sensitivity when they work on messy, chaotic, open-ended mathematical modelling tasks? Roth and Maheux (2015) offer a theoretical tool in their notion of mathematics as revelation, which stands in-between creation and...
This study is part of a collaborative research that aims at informing the work of mathematics pedagogical consultants on classroom problem solving (PS) and teachers support. More specifically, we try to identify key issues mathematics pedagogical consultants face, within their professional practice, about PS in a teaching context, and ways in which...
Les questions éthico-morales occupent généralement peu de place dans le contexte de l’enseignement des mathématiques. Nous proposons toutefois, ici, une perspective qui en fait un élément central, tant du point de vue du chercheur, de l’enseignant que de l’élève. Discutant de diverses études en didactique des mathématiques qui traitent des question...
We frame our response to the nine OPCs by illustrating how issues related to the observer are salient in research. This leads us to bring forward distinctions about what research and researchers are, for us, all about. We frame research and the researcher’s role in terms of endeavors aiming to offer ways at looking at a phenomenon, and not of provi...
Book review of "Approaches to Qualitative Research in Mathematics Education by A. Bikner-Ahsbahs, C. Knipping, & N. Presmeg (Eds.)"
In a recent issue of FLM, Weber and Mejia-Ramos (2015) offered some ideas on “relative and absolute conviction in mathematics”. The article strongly connected with my cur- rent studies regarding the “imperfect” nature of (doing) mathematics, and reminded me of a video I recently watched on the Internet. The video features Seymour Papert and Robin J...
Mathematics and aesthetics have a long history in common. In this relation however, the aesthetic dimension of mathematics largely refers to concepts such as purity, absoluteness, symmetry, and so on. In stark contrast to such a nexus of ideas, the Japanese aesthetic of wabi-sabi values imperfections, temporality, incompleteness, earthly crudeness,...
The theme of this special issue is risk. But risk is not a common topic of investigation in mathematics education, lest it be an occasional interest in "at risk" students, generally defined as those who likely will fail at school. In this study, we are not interested in this rather limited use of the risk concept. Instead, we show that risk not onl...
Standard approaches to thinking in the mathematics curriculum depict it as the result of some stable constructions in the mind of the person, constructions that are the results of individual efforts in the mind of subjects or of collective efforts that are then appropriated by and into the mind of individuals. Such work does not appreciate what Vyg...
In this paper, we emphasize the methodological
challenges of analyzing data with/in an enactivist framework
in which (1) all knowing is doing is being, while
focusing on, (2) how an entry by the observer transforms
usual ways of analyzing data. In this sense, the association
of knowing with doing suggests a shift in attention away
from what student...
Inventing is fundamental to mathematical activity, should one be a professional mathematician or a primary school student. Research on mathematical creativity generally is organized along three axes according to its focus on the final product, the overall process, or the individual person. Through these conceptualizations, however, research rarely...
Mathematics educators have shown increasing interest in theorizing knowing and learning as something alive or as something that comes alive through the involvement of the body. Almost all current efforts attempt doing so by focusing on the body in which the otherwise invisible living being exhibits itself, thereby failing to consider everything tha...
Dans cet article, nous proposons de considérer l’activité mathématique de l’élève qui traite un « problème » en remplaçant l’idée de « résolution de problème » par celle de problématisation mathématique. Cette reformulation correspond en fait à un changement de perspective sur le plan épistémologique; elle cherche à mettre en évidence l’idée que l’...
Venus à la recherche en didactique des mathématiques dans des environnements où les discussions ont toujours été très vives, nous ne pouvions espérer mieux que cet accueil à notre proposition concernant le faire mathématique. Il nous semble essentiel, d’abord et avant tout, de souligner l’ouverture des éditeurs derrière cette initiative, et des col...
En didactique des mathématiques, les réflexions et observations sur la nature de la « connaissance » ont conduit à une vision de plus en plus large de ce que signifie apprendre en mathématiques. En s’éloignant progressivement de perspectives dans lesquelles le « savoir » mathématique est l’élément de référence, les travaux se sont pour ainsi dire r...
The notion of emergence has considerable currency in mathematics education. However, the notion tends to be used in a descriptive way rather than being theorized and developed as a phenomenon sui generis. The purpose of this article is to contribute to building a theory of emergence. After providing an exemplifying description and analysis of an ep...
In mathematics education, student-teacher communication is recognized to constitute an important dimension in/of mathematical learning. Significant effort has been made in recent decades to depart from a focus on the individual in which teachers and student simply use communication to express, to and for others, their private knowledge or thinking....
There is considerable agreement about the fact that the presence of researchers in the classroom mediates teaching and learning. Why should two very different forms of human activity, one designed to study the other, interact and mediate each other? In this article, we propose cultural-historical activity theory as a framework for understanding the...
Division, one of the most difficult topics to teach in elementary mathematics, is rarely examined from the perspective of student teachers engaging with peers and making use of mathematical or pedagogical knowledge in teacher-pupil interaction. In this paper, we examine prospective elementary teachers preparing, realizing and discussing a role-play...
La nature de ce texte prend sa source dans l’invitation qui a été faite par le comité organisateur du colloque à Frédéric. Il est assez connu que des choses intéressantes sont mises en route à l’Université Laval au département de mathématiques pour les futurs enseignants du secondaire (voir, par exemple, Hodgson, 2001 ; Gourdeau, 2010). Le comité o...
Qualitative research in education is organized and conducted around knowing something specific about teaching and learning: it is conducted in the search of knowledge. This attitude, LÉVINAS explains, poses an ethical challenge because it reduces the otherness of the other to sameness and negates our fundamental relation of responsibility for the o...
Participative research promotes a view of research as conducted with those directly concerned by the objects investigated. Hence, it requires a re-thinking of the relationships between researchers (traditionally conceived as the experts) and practitioners (as ‘end-users’). To better understand these new dynamics in educational research, we investig...
La recherche, disait Dewey, avance au rythme des questions qu’elle se pose. La mort toute récente d'Ernst von Glasersfeld, un des « pères » des théories constructivistes, nous conduit à réfléchir à certaines questions épistémologiques qui ont été posées au démarrage contemporain de la recherche en didactique des mathématiques, et que nous souhaiton...
À travers une comparaison de nos pratiques de
formation impliquant le recours aux jeux de rôles
dans la formation initiale à l’enseignement des
mathématiques, nous faisons ressortir quelques
choix que nous avons faits en regard de cette
approche et nous les mettons en parallèle avec les
intentions de formation sous-jacentes. Nous concluons
avec ce...
Nos étudiants arrivent souvent à la fin de leur programme de for-mation des maîtres avec l'impression qu'ils ne sont pas bien outillés pour enseigner les mathématiques. Nous croyons que cette perception relève du fait qu’ils n’arrivent pas à solliciter leurs connaissances (dis-ciplinaires, didactiques et professionnelles) en action. Il nous apparaî...
Design curriculaire et vision des mathématiques au Québec -- Une étude cas dans le cadre des tables rondes EMF2012 : évolutions curriculaires récentes dans l'enseignement des mathématiques de l'espace francophone. In Dorier J.-L., Coutat S. (Eds.) Enseignement des mathématiques et contrat social : enjeux et défis pour le 21 e siècle-Actes du colloq...
In a typical study of students’ conceptions and conceptual change, researchers analyze what a student does or says in a classroom
or in an interview and recognizes ideas that match or do not match their own understanding of the topic. Attributing the perspective
they recognize in the student, those studies support the idea that a conception is the...
Remember Y2K? Back in those days, important changes took place in the way
universities in Quebec were to conceive teacher education: “professional competencies”
were supposed to become the backbone of our programs (see Lajoie & Pallascio, 2001).
One key idea we have drawn from this requirement is the concept of “knowing how to
act in the moment.” H...
Remember Y2K? Back in those days, important changes took place in the way
universities in Quebec were to conceive teacher education: “professional competencies”
were supposed to become the backbone of our programs (see Lajoie & Pallascio, 2001).
One key idea we have drawn from this requirement is the concept of “knowing how to
act in the moment.” H...
Teacher education programmes at tertiary educational institutions traditionally comprise three key strands–disciplinary studies,
educational studies, and teaching practice (Comiti & Ball, 1996). The aim of these strands is to develop an integrated competence
in student teachers and is often referred to as teacher knowledge. Winsløw and Durrand-Guer...
A challenge for teacher education is to understand how pre-service teachers learn from experience in multiple contexts–especially when their own schooling, the university methods course, and their practicum experiences can produce conflicting images of teaching. This chapter examines how pre-service teachers interpret their school experiences in th...
We are all familiar with the difficulties encountered by preservice teachers during their first teaching experiences. They often have difficulty identifying the valuable components of a successful learning situation or evaluating the efficacy of their classroom activities. How could preservice teachers be supported in their transition from universi...
Dans ce mémoire, je me penche sur la transposition possible du « modèle de design pour les communautés de pratique » proposé par Wenger (1998) à la classe de mathématiques du secondaire, et ce dans le contexte ordinaire de travail d'un enseignant. À partir d'un questionnement portant sur l'expérience que font les élèves de la classe de mathématique...
