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De la modélisation de connaissances des élèves aux décisions didactiques des professeurs : étude didactique dans le cas de la symétrie orthogonale

Abstract : This research investigates didactic decisions making. Our main interest is in studying the way teachers make didactic decisions in order to make students progress in learning a target knowledge, and the elements that influence these decisions. This led us first to model students knowledge related to a given mathematical object, reflection.
In the framework of the Theory of Didactic Situations and based on the formalization proposed by cK¢ model (Balacheff, 1995), we have chosen to start modeling students' conceptions of reflection from the identification of the conceptions control structures. Assuming that the controls account for choice, decision, adequacy and validity of an action, we have realized a theoretical study of the notion of reflection from the mathematical and didactical points of view in order to identify a priori the controls that the students can use in solving problems relating to the construction and the recognition of symmetrical figures. This allowed us to conceive an experiment dedicated to studying didactic decisions making.
This study is realized based on the model of the levels of teachers activity (Margolinas, 2002). Thus we could identify several elements that support teachers didactic decisions.
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Contributor : Iranete Lima <>
Submitted on : Friday, January 18, 2008 - 9:01:55 PM
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Iranete Lima. De la modélisation de connaissances des élèves aux décisions didactiques des professeurs : étude didactique dans le cas de la symétrie orthogonale. Mathématiques [math]. Université Joseph-Fourier - Grenoble I, 2006. Français. ⟨tel-00208015⟩

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