期刊名称：Review of Science, Mathematics and ICT Education
印刷版ISSN：1792-3999
出版年度：2021
卷号：15
期号：1
页码：5-24
DOI：10.26220/rev.3575
语种：English
出版社：University of Patras
摘要：How can future mathematics teachers be trained to combine the use of digital technologies with student autonomy? Referring to the documentational approach to didactics, we have designed and implemented an initial training course based on collective documentation work. Here we analyze the work of a team of trainees who designed a session on programming with Scratch, in terms of the potential of the lesson designed for the use of Scratch and student autonomy, and the professional knowledge mobilised. The analysis of this case highlights possibilities and limitations of such a training.
