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LE DIAGNOSTIC DE L'AIDE A L'ETUDE, EN MATHEMATIQUES: Analyse didactique des difficultés relatives à l'algèbre et aux fonctions en Seconde

Abstract : This thesis focuses on the autonomous study, i.e. on the autonomous part of work which returns to the pupils' responsabilities in the acquisition of knowledges aimed by the school (learning of the lesson, exercises, homework, revision, preparation of examination, etc.), and on the conditions under which the didactic system places, de facto, this work.
From the hypothesis that the autonomous study poses specifically didactic problems and from our preliminary statement that the help to the study proves to be problematic, we are led to engage a thorough research on the precise nature of this work, on its stakes and on the conditions of its functioning, in the specified case of mathematics. We tackle these questions under the angle of the diagnosis, regarded as a preliminary and necessary step to any proposition of remediation and improvement.
The thesis concerns the 10th grade, a class of transition as well according to of the contents of teaching as the stakes of the schooling, and it is centered on the algebraic and functional part of the curriculum.
By developing a tool of analysis and interpretation around the concept of "mathematical site" that we introduce, and by analyzing in a crossed way several types of data relative to four classes (official texts, textbooks, observations of teaching, pupils' exam papers, questionnaire, individual interviews with pupils and teachers), the thesis leads to identify elements of diagnosis to reconsider the organization of the curriculum, the didactic situations of study and to imagine what could be a relevant help to study.
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Submitted on : Monday, March 10, 2008 - 3:54:13 PM
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Abdulkadir Erdogan. LE DIAGNOSTIC DE L'AIDE A L'ETUDE, EN MATHEMATIQUES: Analyse didactique des difficultés relatives à l'algèbre et aux fonctions en Seconde. Education. Université Paris-Diderot - Paris VII, 2006. Français. ⟨tel-00261943⟩

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