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Interactions didactiques et pratiques d'enseignement, le cas de la proportionnalité au collège

Abstract : Nowadays, in the secondary school mathematics, lesson, that usually has institutionalisation and decontextualisation functions, seems to have a lower place. Knowledge institutionalisation is probably made in a less formal way. Moreover, using software in which explanations are available rise for the teacher the problem to connect his discourse to these explanations.
In order to study these two aspects of teaching and how knowledge is built in the classroom (management of his project by the teacher, student's and teacher's role in knowledge building), we study the teaching on different scales and focus on interactions between teacher and students. We observed proportionality teaching in different contexts (a teacher A with and without software, a teacher B without software). We expected many interactions because, in this subject, there are a lot of exercises to do and little knowledge to teach.
The research relies on three analysis. The first one gives tools to analyse proportionality problems set in class or in the software and to study actual objectives in proportionality teaching. The second one concerns one software and the way it is possible to integrate it in class. The third one, about practices, is carried out in the theoretical frame of didactic situations, namely using the notion of didactic contract and some characteristics (Brousseau, 1996) that we precise. We identified too some values for two main variables characterising interaction : its didactical function and the way of interaction.
Our work brings a good knowledge of the two teachers' practices. It also gives results about the evolution of proportionality teaching and specifies didactical contract and characterise some practice that we called “dialogue teaching”.
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Contributor : Magali Hersant <>
Submitted on : Friday, December 29, 2006 - 4:08:38 PM
Last modification on : Friday, October 23, 2020 - 4:39:30 PM
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  • HAL Id : tel-00122340, version 1


Magali Hersant. Interactions didactiques et pratiques d'enseignement, le cas de la proportionnalité au collège. Mathématiques [math]. Université Paris-Diderot - Paris VII, 2001. Français. ⟨tel-00122340⟩



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