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Parcours d'enseignement différencié appuyés sur un diagnostic en algèbre élémentaire à la fin de la scolarité obligatoire : modélisation, implémentation dans une plateforme en ligne et évaluation

Abstract : Our research aims at catering to the teachers' difficulties in managing the heterogeneity of students' learning of elementary algebra at the end of compulsory education in France (15 years). The thesis, which is part of the research project PepiMep, focuses on the didactical modeling of differentiated teaching routes supported by a diagnosis software and their computerized implementation in online resources systems. We locate the thesis in the framework of the anthropological theory of didactics in order to analyze and understand the conditions of production and circulation of knowledge in the institutions. Taking advantage of previous research about the didactics of algebra, we define a reference mathematical and epistemological organization. It acts as a foundation for, on one hand, analyzing the teaching know-how and formulating hypotheses about the presence of implicit knowledge and know-how in the considered institutions, and on the other hand, linking students' personal relationships, characterized through the diagnosis, to the institutional relationships in algebra. These analyses shed light on generative questions that are tackled through the routes and provide elements for selecting types of tasks often rarely present in the classroom and for organizing their didactical management. The analysis of experiments, conducted as part of a collaborative work with secondary school teachers, computer-science researchers, and the mathematics teachers' association Sésamath, allows us to evaluate the cognitive and epistemological relevance of the model, and to consider its potential ecology in current secondary school teaching.
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https://tel.archives-ouvertes.fr/tel-00784039
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Submitted on : Wednesday, March 2, 2016 - 5:46:39 PM
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  • HAL Id : tel-00784039, version 2

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Julia Pilet. Parcours d'enseignement différencié appuyés sur un diagnostic en algèbre élémentaire à la fin de la scolarité obligatoire : modélisation, implémentation dans une plateforme en ligne et évaluation. Education. Université Paris-Diderot - Paris VII, 2012. Français. ⟨tel-00784039v2⟩

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