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Une perspective sémantique et dialogique sur l'activité de validation en mathématiques

Thomas Barrier 1
1 LEPS - Laboratoire d'Etude du Phénomène Scientifique
LIRDHIST - Laboratoire Interdisciplainaire de Didactique et d'Histoire des Sciences et Techniques
Abstract : The thesis deals with situations of validation as understood in the Theory of Didactical Situations (TDS). It investigates the proclaimed lineage between TDS and Lorenzen’s dialogic logic. The thesis argues for the didactical relevance of adopting a semantic and dialogic perspective on the validation process in mathematics. This approach consists in analyzing the relationship between assertions and the denoted objects of the language gamesvia the strategic links of validation between them. The methodology adopted draws on both philosophical and didactical resources, and the thesis develops the hypothesis that analytic and experimental methods are complementary in the didactics of mathematics. For the analytic treatment, the leading reference is Hintikka’s Game Theoretical Semantics (GTS) and its correction by Vernant. GTS is mobilized to reconsider the foundations of TDS. On the side of the experimental method, I used epistemological criteria to select two proofs in real analysis and then analyzed the quantification practices used by mathematics students when evaluating the validity of these proofs.
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Submitted on : Monday, December 19, 2011 - 11:23:04 AM
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  • HAL Id : tel-00653274, version 1



Thomas Barrier. Une perspective sémantique et dialogique sur l'activité de validation en mathématiques. Mathématiques générales [math.GM]. Université Claude Bernard - Lyon I, 2009. Français. ⟨NNT : 2009LYO10256⟩. ⟨tel-00653274⟩



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