Collective working of teachers: cooperative engineering teacher researchers in the context of mathematics teaching in Niger Travail collectif des professeurs : ingénierie coopérative professeurs chercheurs dans le cadre de l’enseignement des mathématiques au Niger En Fr

Résumé En

This article focuses on the establishment of a teacher-researcher cooperative engineering in the context of mathematics education in elementary school. The implementation of the cooperation system will question the usual practices of teachers centered on the in-depth analysis of mathematical knowledge and content. In this perspective, our study will attempt to explain the construction of a posture of symmetry, in which the professor and the researchers share problems, vocabularies, and give each other common ends for common action. We are going to talk about the cooperative work of the Teachers. Cooperation is seen as a way for teachers to synergize their knowledge in order to question their practices, to study and analyze their actions in situ. It is therefore a modality of reciprocal exchanges and pooling allowing the joint implementation of effective epistemic practice (Sensevy, 2008). In this article, we focus on the "organizational" aspects of teacher-researchers, on the power play that develops between them, and on the strategic function of any mechanism for working together on a problem that concerns the teaching of mathematics in elementary school. We are interested in the mapping of mathematics textbooks to propose a cooperative engineering on the analysis of a framework of competences for mathematics.