Des programmes à la classe : Etude de la transposition didactique interne. Exemple de l'arithmétique en Terminale S spécialité mathématique.

Abstract : Our research work tends to explicit the constrains and conditions underlying the passage from the content of a teaching curriculum to the effective teaching in a class concerning an element of knowledge, namely arithmetic in French last year of secondary science teaching. In order to achieve this goal, we distinguish three levels in the transposition process: knowledge to be taught - “re-organised” knowledge - taught knowledge.
We use the framework of the anthropological theory of didactics and study first the institutional relation to arithmetic by an ecological analysis of the official school programs and a questionnaire to teachers. We show that teachers give a better place to the reasoning aspects rather than the algorithmic aspect of arithmetic.
We follow on this study with an analysis of teachers' practices in two classes observed during a whole academic year. We propose a methodology by successive zooms in order to analyse the data collected.
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https://tel.archives-ouvertes.fr/tel-00162790
Contributor : Laetitia Ravel <>
Submitted on : Monday, July 16, 2007 - 11:02:27 AM
Last modification on : Friday, June 14, 2019 - 1:22:15 AM
Long-term archiving on : Thursday, April 8, 2010 - 11:16:56 PM

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Laetitia Ravel. Des programmes à la classe : Etude de la transposition didactique interne. Exemple de l'arithmétique en Terminale S spécialité mathématique.. Education. Université Joseph-Fourier - Grenoble I, 2003. Français. ⟨tel-00162790⟩

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