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<title><string language="fre"><![CDATA[Productive Multivocality and Methodological Determinism - Suthers]]></string></title>
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<string language="fre"><![CDATA[The Learning Sciences are both blessed and cursed with the participation of diverse disciplines and their associated research traditions. Some have argued that no unified field is possible due to the incommensurability of theoretical and methodological traditions involved. Perhaps no serious researcher holds the opposite view, a naive eclecticism, but a third position is possible.
I hold that a theoretically and methodologically homogenous field is not desirable, yet it is possible to engage diverse voices in "productive multivocality". In this talk I will focus on methodological determinism, the proposition that methods rest on presuppositions that remain inescapably embedded in them, and that therefore any research that attempts to mix (incommensurable) methods from different traditions is incoherent. 
I will challenge this view without refuting it entirely, exploring in what sense methods intrinsically carry with them assumptions and how incommensurability is actually due to practices associated with the methods. 
Finally I will discuss proposed practices for productive multivocality, including using the methods themselves as a form of boundary object.]]></string></description>
<keyword><string language="fre"><![CDATA[Apprendre]]></string></keyword><keyword><string language="fre"><![CDATA[enseigner]]></string></keyword><keyword><string language="fre"><![CDATA[sciences de l’apprendre]]></string></keyword>
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<date><dateTime>2012-03-29</dateTime></date>
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NOTE:Professeur à l’Université d’Hawaii à Manoa, Productive Multivocality and Methodological Determinism 
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NOTE:Luc Trouche is professor of didactics of mathematics in the French Institute of Education, École Normale Supérieure de Lyon, France. Interested in studying the role of tools in the learning of mathematics (Monaghan, Trouche &amp; Borwein 2016), he has contributed to develop the notion of instrumental orchestration (Trouche &amp; Drijvers 2014) for modeling the management, by a teacher, of available tools in the classroom. He focuses now on resource use/design and teacher professional development in the time of digitalization. This has led him to contribute to develop the documentational approach to didactics (Gueudet, Pepin &amp;Trouche 2012). In this perspective, the notion of teacher resource system appears crucial in order to understand teacher (developing) knowledge and the coherence of his/her activity. Studying the interactions between individual and collective teachers’ resource systems gives means for understanding the dynamics of these collectives, and for rethinking the way of supporting teacher development at a time of the ‘metamorphosis’ of teaching environments. Gueudet, G., Pepin, B., &amp; Trouche, L. (eds.) (2012). From Text to ‘Lived’ Resources: Mathematics Curriculum Materials and Teacher Development, New York, Springer Monaghan, J., Trouche, L., &amp; Borwein, J. (2016). Tools and Mathematics: Instruments for Learning, New York, Springer. Trouche, L., &amp; Drijvers, P. (2014). Webbing and orchestration. Two interrelated views on digital tools in mathematics education, Teaching Mathematics and Its Applications: International Journal of the Institute of Ma’thematics and its Applications, 33(3), 193-209. Luc Trouche est professeur de didactique des mathématiques à l’IFÉ – Institut Français de l’éducation, École Normale Supérieure de Lyon, France. Intéressé par l’étude du rôle des outils pour l’apprentissage des mathématiques (Monaghan, Trouche &amp; Borwein 2016), il a contribué à développer la notion d’orchestration instrumentale (Trouche &amp; Drijvers 2014) pour modéliser la gestion, par un professeur, des outils disponibles dans sa classe. Il s’intéresse désormais aux usages et à la conception de ressources par les enseignants, en relation avec leur développement professionnel dans cette période de numérisation des supports. Cela l’a conduit à contribuer à développer une approche documentaire du didactique (Gueudet, Pepin &amp; Trouche 2012). Dans cette perspective, la notion de système de ressources apparaît critique pour comprendre le développement des connaissances des enseignants et la cohérence de leur activité. Etudier les interactions entre les systèmes de ressources individuels et collectifs des enseignants donne des moyens pour comprendre la dynamique de ces collectifs, et pour repenser la manière de soutenir le développement professionnel des enseignants dans un temps de métamorphose des environnements pour apprendre. Gueudet, G., Pepin, B., &amp; Trouche, L. (eds.) (2012). From Text to ‘Lived’ Resources: Mathematics Curriculum Materials and Teacher Development, New York, Springer Monaghan, J., Trouche, L., &amp; Borwein, J. (2016). Tools and Mathematics: Instruments for Learning, New York, Springer. Trouche, L., &amp; Drijvers, P. (2014). Webbing and orchestration. Two interrelated views on digital tools in mathematics education, Teaching Mathematics and Its Applications: International Journalof the Institute of Ma’thematics and its Applications, 33(3), 193-209. 
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