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La place du cahier de cours dans les apprentissages mathématiques en classe de 4e. Pratiques et conceptions de professeurs et d'élèves.

Abstract : The objective of this research is to study the mathematics lesson copybook, an usual piece of writing but few studied. We tried to study lesson copybooks, practices and conceptions of different teachers and their pupils. We chose to answer an opinion: " The lesson copybook is a tool for the pupil made by the teacher". We used three prisms, an instrumental approach (Rabardel), a production concept (Granger) and work space (Kuzniak) It led us to study two relations, the relation production - instrument, the relation teacher-pupil as well as the interdependence between these two relations. Although our sample is relatively restricted (five teacher and their pupils), we bring to light copybooks and practices of teachers and pupils very diversified. Side instrument, we find, for example, important differences in term of feature. Let us note that the use of this exercise book by the pupils, whether it is for a mediation épistémique or pragmatic is far from being easy for number of them and that the professors take little or not in responsibility this apprenticeship. Side production, the met range is wide: from a dictated lesson to a joint creation professors-pupils. This lesson copybook, which had a clear status within the framework of teacher lesson, seems today be a forced object, "flexible" and "vagueness". Forced by the program, flexible because it adapts itself perfectly to very diversified practices and vagueness because its function seems often uncertain in mind of the teachers and the pupils.
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Submitted on : Saturday, November 28, 2009 - 10:50:59 PM
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Bernard Blochs. La place du cahier de cours dans les apprentissages mathématiques en classe de 4e. Pratiques et conceptions de professeurs et d'élèves.. Education. Université Paris-Diderot - Paris VII, 2009. Français. ⟨tel-00437058⟩

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