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LES LOGICIELS TUTEURS FERMES : INSTITUTIONS D'APPRENTISSAGE ET D'ENSEIGNEMENT DES MATHÉMATIQUES ? LE CAS DU DÉBUT DU SECONDAIRE.

Abstract : Closed Tutors Software or CTS are used in classrooms in many schools in mathematics. To analyze their potential role in the school, we have built a model based on the notion of institution, central to the Anthropological Theory of Didactics, defined by us, based on criteria of social reality, legitimacy, stability and specificity. To understand whether CTS can be used as an institution of teaching and learning, each of four software in our study has been fully inspected by an expert whose captures videos allow us some comparisons with the work of students our experiment. The decryption of all data was conducted using a software analysis of behavior, the Observer from Noldus. More specifically, with regard to mathematics learning, we chose to analyze how the four CTS offer numeracy, whether arithmetic, numerical or algebraic. For this, the theoretical framework developed by Houdement and Kuzniak for learning geometry has been extended including the notions of paradigm and workspace. The tests we conducted we have shown that CTS of our study can hardly be used as an autonomous institution of the regular classroom which is the primary institution. But their use can be valued for student learning by creating parallel institutions adapted.
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https://tel.archives-ouvertes.fr/tel-00421836
Contributor : Laurent Souchard <>
Submitted on : Friday, October 23, 2009 - 12:47:03 PM
Last modification on : Friday, October 23, 2020 - 4:39:54 PM
Long-term archiving on: : Wednesday, September 22, 2010 - 1:21:21 PM

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  • HAL Id : tel-00421836, version 2

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Laurent Souchard. LES LOGICIELS TUTEURS FERMES : INSTITUTIONS D'APPRENTISSAGE ET D'ENSEIGNEMENT DES MATHÉMATIQUES ? LE CAS DU DÉBUT DU SECONDAIRE.. Education. Université Paris-Diderot - Paris VII, 2009. Français. ⟨tel-00421836v2⟩

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