A DIDACTIC ENGINEERING FOR TEACHERS EDUCATION COURSES IN MATHEMATICS USING ICT

A first part of our research led us to define a theoretical framework to analyse teachers' education courses and to make hypotheses to explain the lack of efficiency of teachers training (Emprin, 2008). This paper presents the continuation of this work. We use the methodology of didactic engineering, adapted to teachers' education, and a theoretical framework previously built to test our hypothesis. In a first part of this paper we will describe our theoretical framework and hypothesis about teachers training. In a second part we will develop the didactic engineering and its results.