Skip to Main content Skip to Navigation
Theses

L'enseignement de la symétrie axiale en sixième dans des contextes différents : les pratiques de deux enseignants et les activités des élèves

Abstract : In this research we analyze two mathematics teachers' practices on axial symmetry in tenth-grade classes (10-11 year old children) over the same school year. One of them teaches in a school with underprivileged students (called “ZEP” ) with area targeted for special help in education, and the other one works in an ordinary school. We study the teaching/learning process by analyzing both the students' productions at tests sessions – according to the scenario - and the actual session during class – as well as the logic behind the teachers' action according to the social and institutional constraints. The theoretical frame of the “double approach” – didactical and psychological approach of the teachers' practices (Robert & Rogalski, 2002) – involving the “theory of activity” - was used to conduct the study. We have shown important differences between scenarios and classes management. To say it quickly, the “ordinary” teacher seems give more attention on his scenario's coherence and students' conceptual learning. A new experiment was set in the next year of the first one which let us complete these first comparisons: the scenario conceived firstly for the regular class was proposed to the second teacher to implement it in his new class. The outcomes of this experiment have shown some major evolutions, with actual progress of the ZEP's students. This allows us to precise our analysis of the teachers' practices by giving a more accurate view of the parts respectively played by the personal aspects and the various constraints. Furthermore we begin to tackle the question of the development of mathematics teachers' practices and of the way of studying it.
Document type :
Theses
Complete list of metadatas

Cited literature [22 references]  Display  Hide  Download

https://tel.archives-ouvertes.fr/tel-00450402
Contributor : Aurelie Chesnais <>
Submitted on : Tuesday, January 26, 2010 - 12:11:37 PM
Last modification on : Saturday, March 28, 2020 - 2:23:10 AM
Long-term archiving on: : Wednesday, November 30, 2016 - 11:48:47 AM

Identifiers

  • HAL Id : tel-00450402, version 1

Collections

Citation

Aurelie Chesnais. L'enseignement de la symétrie axiale en sixième dans des contextes différents : les pratiques de deux enseignants et les activités des élèves. Education. Université Paris-Diderot - Paris VII, 2009. Français. ⟨tel-00450402⟩

Share

Metrics

Record views

1280

Files downloads

11120