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Fonctionnement didactique du milieu culturel et familial dans la régulation des apprentissages scolaires en mathématiques.

Abstract : This thesis concerns help received at home while mathematics are learned at school, but above all deals with the indiscriminate organization of the conditions pertaining to that help. The " didactical culture " shared in our society is less and less adapted to the corrections used for adjustment during compulsory education. Indeed, since it identifies individual difficulties and promotes early intervention outside the teaching institution, this culture transforms the " ordinary "hazards of learning into dysfunctions. Some attempts to improve the situation focus on information and communication between school and parents. But what is said is often far removed from what is actually done. " Exercises to do at home " play an important complementary role, in so far as they prolong intellectual activity begun in the classroom, into the home. They bring to the fore divergencies between what is taught, and what is understood, through inadequate results, and suggest all sorts of ways to correct them. Consequently homework is often accused of introducing differences between pupils, and perturbing teacher-pupil relationships. The thesis re-examines this conclusion by looking at other at ways of studying, ways better adapted to the didactical needs of institutions. To facilitate the circulation of the mathematical knowledge that is most often used, society has created cultural instruments. Some, however, have been diverted from their original functions, thus disrupting the didactical balance. The reciting of multiplication tables provides a paradigmatic example, where the didactical transposition does not accompagny the exercise. Metadidactical regressions of this sort have in effect slowly modified an age-old distribution of tasks among institutions, to where an important part of the teaching of sums is no longer didactical. Using the Theory of Didactical Situations, this thesis attempts to clarify these phenomena. It proposes a new concept, Didactical Assortments, specifically concerned with engineering situations for training and pratice, and for familiarizing pupils with the fundamentals of mathematical knowledge.
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Contributor : Florence Esmenjaud-Genestoux Connect in order to contact the contributor
Submitted on : Tuesday, May 15, 2012 - 6:17:01 PM
Last modification on : Monday, December 20, 2021 - 4:26:09 PM
Long-term archiving on: : Thursday, December 15, 2016 - 7:30:48 AM


  • HAL Id : tel-00697666, version 1



Florence Esmenjaud-Genestoux. Fonctionnement didactique du milieu culturel et familial dans la régulation des apprentissages scolaires en mathématiques.. Histoire et perspectives sur les mathématiques [math.HO]. Université Sciences et Technologies - Bordeaux I, 2000. Français. ⟨tel-00697666⟩



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