Mathieu Thibault’s scientific contributions

For several years, roleplaying has been used as a device with preservice teachers in mathematics education. Although the potential of roleplaying in teacher education has been studied, the role of the mathematics educator in roleplaying remains poorly documented. In this paper, through teacher education practice narratives written by the authors of this text and with a framework, we describe the professional postures and gestures adopted by the mathematics educators in the different phases of the roleplaying design. Despite some differences in operating the device, important similarities emerge in the postures and gestures adopted by the mathematics educators through the four phases of roleplaying.