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Research activities

Research activities, beginning by the more recent ones

 
The JoRISS educational research platform develop different scientific activities, mainly: joint seminars, co-supervised PhD and joint answers to research calls.

6. Co-supervised PhD

There are currently four co-supervised PhD: Chongyang Wang (started 2015), Fangchun Zhu (2016), Luxizi Zhang (2017), and Ming-Yu Shao (2018), in the frame of the S2HEP laboratory and EPIC doctoral school. These four PhD, funded by the Chinese Scholarship Council, are in the domain of mathematics education, and are supervised by two researchers in China, and three in France.
The four PhD students, and their supervisers

5. Next seminar, December 2018, Crossing views on mathematics teachers' resources in China and France

The seminar in Lyon, from December 10th to 14th, is funded by the JoRISS platform. Welcoming Jiansheng Bao and Binyan Xu, it is dedicated to working with the whole group of co-supervised students, in the perspective of submitting a Discussion Group to the ICME-14 conference (ICME-14), to be held in ECNU in 2020 (Jiansheng Bao and Binyan Xu being co-chairs of the organizing committee, and members, with Luc Trouche, of the International Program Committee).

Access to the program of the seminar

4. Accepted joint answer to the 2018 JoRISS call, a Comparative study of Chinese and French students solving science task processes

This research project, coordinated by Florence Le Hebel & Guangtian Zhu, focuses on the influence of the students’ culture in the understanding, reasoning while solving science tasks, in particular for low achievers. Its aim is to identify to what extent French and Chinese students success or failure to solve science tasks are similar or not according to the culture (the presentation of the project to be downloaded)

3. Accepted joint answer to the 2017 Xu Guangqi call, the MaTRiTT project

This MaTRiTT project (2017) is an answer to the Xu Guangqi call of the French Ambassy in Beijin. MaTRiTT means Mathematics Teachers Resources in a Time of Transitions (curricular transitions, as well as digital transitions).
These transitions imply a metamorphosis of mathematics teachers work, that the MaTRiTT project analyses throughout their interactions with their resources. This project analyses this metamorphosis in opening two windows on Chinese and French math teachers documentation work. The MaTRiTT project is associated to the PREMaTT French project (Penser les ressources des enseignants de mathématiques dans un temps de transitions), developing in the region of Lyon. A better understanding of the metamorphosis at stake is hoped to be gained from this confronting point of view.

The MaTRiTT webpage

2. Accepted joint answer to the 2016 JoRISS call, the CORE-M project

The CORE-M project (COllective, REsources, Mathematics) constitutes a follow-up of the C2SE project, focusing on mathematics education. As Chinese students have achieved impressive results in most large-scale international studies in mathematics, such PISA, much attention has recently been drawn to Chinese mathematics teaching, exploring various perspectives, such as school organizations or mathematics curricula. Amongst the factors that may contribute to Chinese students’ excellent achievements, expertise in mathematics instruction was described as one of the most significant factors. Developing teacher expertise has also become a crucial question for sustainable professional development, especially with huge changes and influence of technology. In recent years, the collective work of teachers, or teacher collaboration, has become an important dimension for developing teacher expertise.

A paper was written in this frame: Pepin, B., Xu, B., Trouche, L., & Wang, C. (2016). Developing a deeper understanding of mathematics teaching expertise: Chinese mathematics teachers’ resource systems as windows into their work and expertise. Educational studies in Mathematics, 94(3), 257–274.

The CoRE-M webpage

1. The JoRISS call, in 2013, was dedicated to education. Two projects were retained

1. The C2SE project

The C2SE project (French-Chinese laboratory for comparing curricula in Science education) aimed to carry out a descriptive comparative study of the science curriculum prescribed for compulsory education and of the effective teacher resources (elementary- and lower middle-school levels) between France and China, with the aims of revealing and delineating the science education features in terms of politicies, education, science and curriculum, and hoping that a systematic and comprehensive explanation of science education and its curricula system of both countries will be made.

The C2SE webpage

2. The training of elites

The issue of the training of elites had been left aside since the 1950s, far behind the preoccupations about the democratization of studies. It became more important again in China and in France at the beginning of the 20th c., in a context of international competition. Several works have been developed. The aim of the project is to build a setting of comparisons between France and China and to gather a scientific pool of historians and sociologists so they can deeply investigate this issue during 2 years.

The project webpage

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Last update December 10, 2018
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