La thèse traite de la construction d’expérience, en France, par les professeurs de mathématiques quand ils interagissent avec les ressources de leur enseignement tout au long de leur carrière. Elle s’intéresse plus particulièrement à l’impact de l’introduction de l’enseignement de l’algorithmique et de la programmation au collège -proposée par la réforme de 2016- sur leur travail documentaire. Pour cette étude, nous proposons un cadre théorique qui s’appuie sur l’approche documentaire du didactique et sur la didactique professionnelle. Nous nous intéressons aux événements (liés au travail individuel et/ou collectif) qui sont porteurs de transformation sur le travail documentaire des enseignants au cours du temps, en introduisant les concepts de trajectoire et d’expérience documentaires. Nous avons développé un cadre méthodologique inspiré des principes de l’investigation réflexive. Nous avons ainsi suivi deux enseignantes (à mi-carrière) au collège :Anna et Viviane. Les deux enseignantes ont été choisies pour leurs profils contrastés par rapport au travail collectif. L’étude met en évidence que les enseignantes interagissent de façon très différente avec les ressources et leurs trajectoires documentaires aident à comprendre ce qui est sous-jacent à ces différences. Enfin, elle met en évidence le potentiel du travail collectif pour le développement professionnel des enseignants, en particulier pour faire face aux changements curriculaires. / The thesis deals with the construction of experience, in France, by mathematics teachers when they interact with the resources of their teaching throughout their career. It is particularly interested in the impact of the introduction of algorithmics and programming -proposed by the 2016 reform -on their documentational work. For this study, we propose a theoretical framework based on the documentational approach to didactics and on the professional didactics. We are interested in events (related to individual and / or collective work) that have the potential to transform teachers’ documentational work over time, introducing the concepts of documentational trajectory and experience. We have developed a methodological framework inspired by the principles of reflective investigation. We followed then two middle schools mid-career teachers: Anna and Viviane. The two teachers were chosen for their contrasted profiles in relation to the collective work. The study highlights that teachers interact in a very different way with resources and their documentational trajectories help to understand what is behind these differences. Finally, it highlights the potential of collective work for the professional development of teachers, in particular to cope with curriculum changes. / A tese trata da construção da experiência por professores de matemática, na França, quando eles interagem com os recursos para preparar o seu ensino durante toda carreira profissional. Ela se interessa particularmente pelo impacto da introdução do ensino de algoritmo e da programação no ensino fundamental -proposta pela reforma de 2016- sobre o trabalho documental dos professores. Para este estudo, propomos um referencial teórico baseado na abordagem documental do didático e da didática profissional. Estamos interessados em eventos (relacionados ao trabalho individual e/ou coletivo) que transformam o trabalho documental dos professores 8 ao longo do tempo, introduzindo para isso os conceitos de trajetória e experiência documentais. Desenvolvemos um quadro metodológico inspirado nos princípios da investigação reflexiva. Nós seguimos assim duas professoras (em meio de carreira) do ensino fundamental: Anna e Viviane. As duas professoras foram escolhidas por seus perfis diferentes em relação ao trabalho coletivo. O estudo mostra que as professoras interagem de forma diferente com os recursos e que suas trajetórias documentais ajudam a entender o que está por trás dessas diferenças. Finalmente, a tese destaca o potencial do trabalho coletivo para o desenvolvimento profissional dos professores, em particular para lidar com as mudanças curriculares

Genom att använda välutformade digitala lärspel med tydligt syfte kanelevers inlärning förbättras och deras positiva attityder gentemotmatematikämnet främjas. För att framgångsrikt införa digitala lärspel imatematikundervisningen är det avgörande att lärare visar acceptans förtekniken. Det krävs emellertid att lärare är villiga att integrera tekniken i sinundervisning och ser värdet i dess användning för att kunna implementeradigitala lärspel i matematikundervisningen. Syftet med denna studie är att tareda på och synliggöra vad för förutsättningar matematiklärare i årskurs 4–6upplever sig behöva för att implementera digitala lärspel imatematikundervisningen. Empirin till studien samlades in genomsemistrukturerade intervjuer med tolv verksamma matematiklärare från femkommunala skolor, fördelat på fyra kommuner. Det teoretiska ramverk somanvänds i studien är Technology Acceptance Model (TAM). Förbearbetningen av empiri används en tematisk analys, som genererar femteman: (1) Erfarenhet och intresse, (2) Kollegial stöttning, (3)Kompetensutveckling, (4) Skolledningens ansvar och (5) Tid. Dessa temananalyserades med en induktiv ansats baserad på TAM. Studien visar attkollegial stöttning, kompetensutveckling, erfarenhet, ansvarstagande avskolledning och tid är aspekter som lärare upplever sig behöva för attunderlätta implementering av digitala lärspel i matematikundervisningen. / By using well-designed digital learning games with a clear purpose,students' learning can be improved, and their positive attitudes towards thesubject of mathematics can be promoted. To successfully introduce digitallearning games in mathematics education, it is crucial for teachers todemonstrate acceptance of the technology. However, it requires teachers tobe willing to integrate the technology into their teaching and recognize itsvalue in order to implement digital learning games in mathematicseducation. The purpose of this study is to identify and highlight whatconditions do mathematics teachers in grades 4-6 perceive they need inorder to implement digital educational games in mathematics instruction.The empirical data for the study was collected through semi-structuredinterviews with twelve practicing mathematics teachers from five publicschools, distributed across four municipalities. The theoretical frameworkused in the study is the Technology Acceptance Model (TAM). A thematicanalysis was employed for processing the empirical data, which generatedfive themes: (1) Experience and interest, (2) Collegial support, (3)Professional development, (4) School leadership responsibility, and (5)Time. These themes were analyzed using an inductive approach based onTAM. The study reveals that aspects such as collegial support, professionaldevelopment, experience, school leadership accountability, and time areperceived by teachers as necessary to facilitate the implementation of digitaleducational games in mathematics instruction.

The present study investigated Grade 9 learners’ perceptions of factors influencing their academic performance in Mathematics in Tshwane municipality, South Africa. The study was based on positivism paradigm. The quantitative research approach was used while the research design was a descriptive survey design. The sample was made up of 400 learners (280 females and 120 males). Convenient sampling method was employed as a result of the nature of data. A self-designed questionnaire was administered to collect data. Data were analysed using quantitative approach with the statistical package for the social sciences, version 24.0, and the few open ended data on strategies for improving learners’ performance were analysed deductively. Frequency tables and ratios were calculated to establish the rating of each item. A Chi-square test was used to establish relationships of the variables on learners’ Mathematics performance. The study revealed that the Grade 9 learners perceived the factors influencing their performance in Mathematics were teacher-learner relationship, school environment and influence of learners’ attitude towards their performance in Mathematics, while peer relationship and home background (parents’ relationship and support) were perceived as not having any relationship with learners’ academic performance. The following recommendations were made to improve the Grade 9 learners’ performance in Mathematics, they are: policies that may consider Mathematics as a compulsory subject in the place of maths numeracy; there should be a regular in-service training for Mathematics teachers; parents should give adequate attention and care to their children in their Mathematics assignments; there should be provision of additional classrooms and infrastructures by the government and other stakeholders; learners should be encouraged to cultivate a more positive attitude towards Mathematics as a subject. Lastly, the study proposed a model for improving Grade 9 learners’ academic performance in Mathematics in Tshwane municipality, South Africa. / Psychology of Education / D. Ed. (Psychology of Education)

Abstract in English, Tswana and Northern Sotho / The study aimed to explore teachers’ mathematical knowledge in respect of teaching the concept of fractions to Grade 6 learners. To that end a qualitative study was done, using a case study design. Data were collected through the observation of, and interviews with, three teachers at three schools in the Capricorn South district. Rooted in the theory of constructivism, the study was supplemented by the conceptual framework of mathematical knowledge for teaching (MKT) (Ball et al., 2008) and Shulman’s (1986) notion of pedagogical knowledge for teaching (PCK). The key finding of this investigation revealed that, of the three teachers, two did not develop the concept of fractions for their learners, but merely followed the traditional method of teaching the concept by encouraging their learners to memorise rules without understanding. Only one teacher emphasised an understanding of mathematical concepts. The main observation which the researcher made, was that teachers require a great deal of knowledge and expertise, in carrying out the work of teaching subject matter related to fractions. / Maikaelelo a thutopatlisiso e ne e le go tlhotlhomisa kitso ya dipalo ya barutabana malebana le go ruta barutwana ba Mophato wa 6 mogopolo wa dikarolwana. Go fitlhelela seo, go dirilwe thutopatlisiso e e lebelelang mabaka, go dirisiwa thadiso ya thutopatlisiso ya dikgetsi. Go kokoantswe data ka go ela tlhoko le go nna le dipotsolotso le barutabana ba le bararo kwa dikolong tsa kgaolo ya Capricorn Borwa. Thutopatlisiso eno e e theilweng mo tioring ya kago ya kitso e ne e tshegeditswe ke letlhomeso la sediriswa sa tokololo sa kitso ya dipalo ya go ruta (MKT) (Ball et al. 2008) le mogopolo wa ga Shulman (1986) wa kitso e e kgethegileng ya go ruta (PCK). Phitlhelelo ya botlhokwa ya patlisiso eno e senotse gore mo barutabaneng ba le bararo, ba le babedi ga ba a tlhamela barutwana ba bona mogopolo wa dikarolwana, mme ba latetse fela mokgwa wa tlwaelo wa go ruta mogopolo ka go rotloetsa barutwana go tshwarelela melawana kwa ntle ga go tlhaloganya. Ke morutabana a le mongwe fela yo o gateletseng go tlhaloganngwa ga megopolo ya dipalo. Temogo e kgolo e e dirilweng ke mmatlisisi ke gore barutabana ba tlhoka kitso le boitseanape jo bogolo go tsweletsa tiro ya go ruta dithuto tse di amanang le dikarolwana. / Dinyakišišo di ikemišeditše go utolla tsebo ya dipalo ya baithuti mabapi le go ruta kgopolo ya dipalophatlo go baithuti ba Kreiti ya 6. Ka lebaka la se go dirilwe dinyakišišo tša boleng, go šomišwa tlhamo ya dinyakišišo tša seemo. Tshedimošo e kgobokeditšwe ka go lekodišiša, le go dira dipoledišano le, barutiši ba bararo ka dikolong tše tharo ka seleteng sa Borwa bja Capricorn. Ka ge di theilwe go teori ya gore baithuti ba itlhamela tsebo, dinyakišišo di tlaleleditšwe ke tlhako ya boikgopolelo ya tsebo ya dipalo go ruteng (MKT) (Ball le ba bangwe, 2008) le kgopolo ya Shulman (1986) ya tsebo ya diteng tša thuto (PCK). Kutollo ye bohlokwa ya dinyakišišo tše e utollotše gore, go barutiši ba bararo, ba babedi ga se ba ba le kgopolo ya dipalophatlo go baithuti ba bona, eupša fela ba no latela mokgwa wa setlwaedi wa go ruta kgopolo ye ya dipalophatlo ka go hlohleletša baithuti ba bona go tsenya melawana ye ka hlogong ka ntle le go e kwešiša. Ke fela morutiši o tee yo a gateletšego gore go swanetše go ba le kwešišo ya dikgopolo tša dipalo. Temogo e tee yeo monyakišiši a bilego le yona, ebile gore barutiši ba hloka tsebo ye kgolo le botsebi, go phethagatša mošomo wa go ruta diteng tša thuto tšeo di amanago le dipalophatlo. / Mathematics Education / M. Ed. (Mathematics Education)