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Effets des choix institutionnels d'enseignement sur les possibiblités d'apprentissage des étudiants. Cas des notions ensemblistes fonctionnelles dans la transition Secondaire/Supérieur

Abstract : Relying on the anthropological theory of didactics, our doctoral thesis aims at understanding the difficulties raised by the teaching and learning of set-theoretical notions in the secondary-tertiary transition in Tunisia, and at finding ways of overcoming these difficulties. First, a study of institutional relationships to these notions in secondary and tertiary institutions allows us to show the existence of breaches in praxeological environments and dysfunctioning of these. Then, the analysis of students' answers to diagnostic and evaluation tests allows us to elucidatethe difficulties they meet and to measure their resistance to standard teaching practices. Finally, the analysis of a didactical engineering developed for overcoming these difficulties shows substantial progress regarding the use of knowledge and the exploitation of semiotic resources but also the persistence of difficulties when the mathematical symbolism becomes more complex or when students must take into account the specificities of the linear setting in the work with functional objects.
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Submitted on : Tuesday, February 8, 2011 - 11:28:24 AM
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  • HAL Id : tel-00564191, version 1

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Ridha Najar. Effets des choix institutionnels d'enseignement sur les possibiblités d'apprentissage des étudiants. Cas des notions ensemblistes fonctionnelles dans la transition Secondaire/Supérieur. Mathématiques [math]. Université Paris-Diderot - Paris VII; Université Virtuelle de Tunis, 2010. Français. ⟨tel-00564191⟩

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