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Le rapport au symbolisme algébrique : une approche didactique et épistémologique

Abstract : The driving force behind the present study is our acknowledgement, revealed by our prior work, of a certain frailty with wich some french students carry out algebraic tasks such as factorizing. In order to deepen our quest concerning students' use and understanding of algebraic expressions and its constituent, we have framed this didactical matter by an epistemological perspective and have shown how it has enabled us to progress in our investigation about one's relationship to algebraic symbolism. Indeed, epistemology not only allowed us to bring out the stakes of knolwedge to be found in algebra and its symbolism, but also turned out to be crucial when designing and analysing several didactical activities. More specifically, we have suggested an educational investigation of the epistemological work of the French mathematician and philosopher Michel Serfati, who identifies six main categories in order to analyse the development of mathematics through the one of algebraic symbolism. This has been done by confronting several educational research related to algebraic symbolism and also by designing different tasks that illustrate specific epistemological ideas. Finally, we have shown how the epistemological background has enriched the analysis of different student's answers to whom the exercises have been given and how this epistemological and educational study can be extended and systematised within a computer science framework.
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Contributor : Caroline Bardini <>
Submitted on : Tuesday, February 28, 2006 - 2:26:07 AM
Last modification on : Saturday, March 28, 2020 - 2:19:53 AM
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  • HAL Id : tel-00011697, version 1


Caroline Bardini. Le rapport au symbolisme algébrique : une approche didactique et épistémologique. Mathématiques [math]. Université Paris-Diderot - Paris VII, 2003. Français. ⟨tel-00011697⟩



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