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Chongyang WANG
Doctor in mathematics education
Current position
From September 1st 2019, post-doc position in Beijing Normal University, team of Professor Cao Yiming.
Courriel: cy_wang5258@163.com - Academia webpage - CV to be downloaded
Trajectory
- Feb. 2015 - Apr.2019: PhD French Institute of Education, École Normale Supérieure de Lyon, France, and East China Normal University, Shanghai, China, majored in Mathematic Education, supervised by Luc Trouche and Binyan Xu - supported by the Chinese Scolarship Council (CSC)
S2HEP laboratory, and EPIC doctoral school, Lyon University
- Sep.2014-Feb.2015: half year PhD study in ECNU, Shanghai, China, majored in Mathematics Education
- Sep. 2012 - Jun. 2014: Master study in ECNU, Shanghai, China, majored in Mathematics Education
- Sep. 2008 - Jun. 2012: Bachelor study in Jiangnan University, Wuxi, China, majored in Education Technology
PhD
Defense on April 26th 2019 at ENS de Lyon, France. Jury: Pr. Jiansheng Bao (ECNU), Pr. Lianghuo Fan (ECNU), Pr. Ghislaine Gueudet (University of Western Britany), Pr. Birgit Pepin (Eindhoven University of Technology), Pr. Sophie Soury-Lavergne (ENS de Lyon), Pr. Luc Trouche (ENS de Lyon) & Pr. Binyan Xu (ECNU).
Title : An investigation of mathematics teachers’ documentation expertise and its development in collectives: two contrasting cases in China and France
(slides) (video of the defense)
[Une étude de l’expertise documentaire des professeurs de mathématiques et de son développement dans des collectifs : deux études de cas contrastées en Chine et en France - 数学教师的文献纪录专长的中法案例研究：构成及其在集体工作环境下的发展]
Abstract: In a time of fast technology development and frequent curriculum reform, the abundance of instructional resources brings teachers both chances and new complexity. This study aims at exploring mathematics teachers’ expertise required for, and developed in, interacting collectively with resources. Since expertise is contextualized, this research is designed as case study in two contrasting contexts (China and France). Based on Documentational Approach to Didactics and Cultural-historical Activity Theory, the study proposes a framework of mathematics teachers’ expertise interacting with resources, which is named as Documentation Expertise (DE). Efforts are made in two steps: a first DE framework based on literature review and pilot study, a refined framework after two contrasting cases analysis. Three questions are explored: What is DE? How is DE developed through collective work? What can be learnt for acquiring DE through the two cases? The study is based on a methodology of reflective investigation, and adapts tools of interviews, observation and video analysis. Results: (1) DE is evidenced from (i) a static dimension on resource system’s structure and components, DE develops in deliberately keeping the resource system lived by bridging resource design with considerations on didactics, curriculum and students; (ii) a dynamic dimension on schemes in resource system maintenance and resource work, DE develops in integrating the resources with a broad view in searching, critical attitude in selecting, flexible way in adapting, and automatically habit in accumulating. (2) Collective work benefits DE development, especially collective lesson design, where resources and the schemes of usage are specifically discussed concerning the specific situations. (3) Inspiration contains institutional construction for teacher collective work (Chinese case), and high-quality online-resources (French case).
Research projects
- 2014-2018: ANR ReVEA (Resources vivantes pour lenseignement et lapprentissage)--- A program of research supported by ANR (the French national council for scientific research), see the website of this project on https://www.anr-revea.fr/
- 2014-2016: CORE-M (COllective, REsources, Mathematics)---A program of collaborative research ENS de Lyon – ECNU, see the webpage of this project on http://joriss.ens-lyon.fr/education-sciences-263378.kjsp?RH=JORISS-PROJECTS
- 2017-2018: MaTRiTT (Mathematics Teachers Resources in a Time of Transitions)---A program of collaborative research ENS de Lyon – ECNU, see the webpage of this project on http://ife.ens-lyon.fr/ife/recherche/groupes-de-travail/matritt-joriss
- 2016-2018: PREMaTT (Penser les Ressources de l’Enseignement des Mathématiques dans un Temps de Transition)---A regional program of research (University of Lyon), see the webpage of the project on http://ife.ens-lyon.fr/ife/recherche/groupes-de-travail/prematt
- 2015-2017: Mooc e-FAN (Educating mathematics teachers with the support of digital resources) --- A MOOC program of the French ENS, see the website of this project on https://www.fun-mooc.fr/courses/course-v1:ENSDeLyon+14003+session05/about
Publications
Papers in journals
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Trouche, L., Gueudet, G., Pepin, B., Rocha, K.M., & Wang, C. (in progress, to be published in 2020). Transition to digital resources as a critical process in mathematics teachers' documentational trajectory. In Thomas, M., Clark-Wilson, A., & Robutti, O. (Eds), Teaching with Digital Technology, special issue of ZDM Mathematics Education, 20(7).
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Trouche, L., Gitirana, V., Miyakawa, T., Pepin, B., & Wang, C. (2019). Studying mathematics teachers’ interactions with curriculum materials through different lenses: towards a deeper understanding of the processes at stake. International Journal of Educational Research 93, 53-67. Availabe online: https://doi.org/10.1016/j.ijer.2018.09.002
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Pepin, B., Xu, B., Trouche, L., & Wang, C. (2017). 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. Available online: https://link.springer.com/article/10.1007/s10649-016-9727-2
Chapters in books
- Wang, C. (2019-to appear). Towards a conceptual model of documentation expertise: A reflection on a Chinese pilot study. In L. Trouche, G. Gueudet, & B. Pepin (Eds.), The ‘Resources’ Approach to Mathematics Education. Springer.
- Wang, C. (2018). Mathematics teachers’ expertise in resources work and its development in collectives. A French and Chinese Cases. In L. Fan, L. Trouche, S. Rezat, C. Qi, & L. Visnovska. (Eds.), Research on Mathematics Textbooks and Teachers’ Resources: Advances and issues (pp. 193-213). Springer.
Proceedings
- Rafalska, M., Wang, C., Van Steenbrugge, H., & Trouche, L. (in progress). Comparing naming systems used by Chinese and Ukrainian teachers in describing their resources and documentation work: exploring teachers’ resource system. For ICMT3, Paderborn, Germany, 16-19 September 2019.
- Wang, C. (in progress). For ICME 14, Shanghai, China, 12-17 July 2020.
- Wang, C., Rocha, M.R., & Trouche, L. (in progress). For ICMI study 25, Lisbonne, Portugais, 3-7 February 2020.
- Wang, C., Salinas, U., & Trouche, L. (2019-to appear). From teachers’ naming system of resources to teachers’ resource system: Contrasting a Chinese and a Mexican case. In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education, (pp. xxxx-yyyy). Utrecht, the Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME.
- Wang, C. (2018). An investigation of mathematics teachers' documentation expertise and the factors for its development: A Chinese case study. , In V. Gitirana, T. Miyakawa, M. Rafalska, S. Soury-Lavergne, & L. Trouche (Eds.), Proceedings of the Re(s)sources 2018 international Conference (pp. 243-246). Lyon: ENS de Lyon. https://hal.archives-ouvertes.fr/hal-01764563v3/document
- Wang, C., Trouche, L., & Pepin, B. (2018). An investigation of Chinese mathematics teachers’ resources work and their professional development in collectives, In G. Schubring, L. Fan, & V. Giraldo (Eds.). Proceedings of the second International Conference on Mathematics Textbooks, Research and Development (pp. 144-157). Rio de Janeiro: Instituto de Matemática, Universidade Federal do Rio de Janeiro.
- Rocha, K. M., Wang, C., & Trouche, L. (2017). Documentation Expertise and Its Development with Documentation Experience in Collectives: A French Case of Collective Lesson Preparation on Algorithmic. In G. Aldon & J. Trgalova, Proceedings of the 13thInternational Conference on Technology in Mathematics Teaching (pp. 285-292). ENS de Lyon. https://hal.archives-ouvertes.fr/hal-01632970/document
- Wang, C. (2017). Documentation Expertise and its development in collectives: A Chinese case of Teaching Research Group. (Proceeding in progress). 19è École d'été de Didactique des Mathématiques organisée par l'ARDM, Paris, France, 20-26 August 2017.
- Wang, C. (2016). Teaching Research Group in China: an organisation dedicated to teacher professional development. In Y. Matheron, G. Gueudet, V. Celi, C. Derouet, D. Forest, M. Krysinska, S. Quilio, M. Rogalski, T. A. Sierra, L. Trouche, C. Winsløw, Proceddings of 18ème école d'été de didactique des mathématiques (pp. 571-580). Grenoble: La pensée sauvage.
- Wang, C. (2013). "Fun School" for Primary Mathematics based on Flash. In I. Maitree, Proceedings of the 6th East Asia regional conference on mathematics education (EARCOME 6): Theme-Innovations and Exemplary Practices in Mathematics Education (Vol. 2, pp. 405–412). Khon Kaen: Center for Research in Mathematics Education.
Communications
- Wang, C. (2018). A mode of experiences transfer: Chinese MOKE activities in a lens of documentational genesis. Congrès International Lesson Study, Laussane, Swiss, 6-8 July 2018.
- Wang, C. (2017). Understanding teachers' documentation expertise in accumulating resource through the window of the resource system: a Chinese case. Colloquium CFEM-ARDM et séminaire national de didactique des mathématiques, Paris, France, 17-18 November 2017.
- Wang, C. (2017). Les interactions des professeurs avec les ressources de leur enseignement , ICODOC 2017, Lyon, France, 15-16 Juin 2017.
- Wang, C. (2016). What kind of researches are the teachers conducting in Teaching Research Groups (TRG)? The current situation of school-based teaching researches in China. APMEP national journée 2016, Lyon, France, 22-24 October 2016.
- Wang, C. (2016). Analyzing teacher's expertise, resources, and collective work throughout Chinese and French windows. 13thInternational Congress on Mathematical Education, Hamburg, Germany, 24-31 July 2016.
- Wang, C. (2016). L’expertise documentaire des professeurs de mathématiques à la lumière de deux contextes: méthodologie et questions. Séminaire WEJCH des jeunes chercheurs ARDM 2016, Lyon, 6-8 May 2016.
- Wang, C. (2016). Une comparaison de deux types de travail collectif, en Chine et en France. ReVEA collectif, séminaire du mars 2016, Lyon, France, 18 March 2016.
- Wang, C., Trouche, L. (2016). Resourcing teachers' documentation work through the combination of research and practice: the case of the Teaching Research Group in China. 4ème colloque international de l'ARCD, Toulouse, France, 8-11 March 2016.
- Trouche, L., & Wang, C. (2015). A new curriculum for the French primary and middle schools, principles and issues. Lecture in East China Normal University, Shanghai, China, 17 November 2015.
- Trgalova, J., Rocha, K., & Wang, C. (2015). Mathématiques : étude de cas. ReVEA séminaire 2015, Chabrillian, France, 6-9 July 2015.
- Trouche, L., Rocha, K., & Wang, C. (2015). Comprendre le travail des enseignants, un travail avec/pour des ressources, un travail collectif. Rencontre nationale des LéA, IFÉ, ENS de Lyon, France,13 May 2015.
- Wang, C. (2014). Preliminary interviews on documentation work of expert teachers in China. CORE-M 4th Seminar, Institute of Curriculum and Instruction, East China Normal University, Shanghai, China, 15 March 2014.
Glossaire de la diversité culturelle à l'ère du numérique
