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Conditions et contraintes de l'enseignement de la statistique en classe de seconde générale. Un repérage didactique.

Abstract : To form citizens to the thinking of variability and to the management of randomness is nowadays a socially alive question. It is shown here that, when referring to secondary school teaching, it is also didactically alive. Under what constraints should a teacher of mathematics operate when conceiving and carrying out the teaching part devoted to statistics? Why do the teachings, in spite of their differences, seem to converge inevitably to an arithmetic reduction of statistics? Can these constraints be modified in order to allow more authentic teachings of statistics from the epistemological point of view? What can teachers and their professional organisations do about it? The most recent tools of the Anthropological Theory of Didactics are used to stand out the necessity of a renewal of the didactic transposition of statistics which should be highlighted and guided by an overall analysis of the teaching of statistics as a “global social fact”.
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https://tel.archives-ouvertes.fr/tel-00012056
Contributor : Floriane Wozniak <>
Submitted on : Wednesday, March 29, 2006 - 1:39:27 PM
Last modification on : Tuesday, October 20, 2020 - 3:10:48 AM
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Floriane Wozniak. Conditions et contraintes de l'enseignement de la statistique en classe de seconde générale. Un repérage didactique.. domain_other. Université Claude Bernard - Lyon I, 2005. Français. ⟨tel-00012056⟩

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