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Abstract : Geometry in primary school is a familiarization with geometric shapes and their properties through the use of geometrical instruments. Geometric objects are based on diagrams and the geometric relationships are often implicit. The introduction of a dynamic geometry software (here TracenPoche) is thus a way to explain how to see « the diagram » as « a figure ». Five situations are given to three teachers. We have built them with « integration modes » from Assude (2007). We proposed an a priori analysis in three stages (Assude and Mercier, 2007), the first a priori analysis - the viewpoint of mathematical knowledge - , the second a priori analysis - students action modelized by the praxeology (Chevallard, 1998) - and the third a priori analysis - the teacher's point of view - . The Situations established in classrooms are described and analyzed using elements of the joint action theory (Sensevy, 2011). We describe the joint action of the teacher and students as a game of the teacher on the student, thereby enabling an analysis of the dynamic of the teaching work and of the evolution of the "seeing a diagram as a figure." The results of this thesis, as part of the exploratory engineering (Perrin-Glorian, 2009), show how geometrical objects can be worked jointly in a paper-and-pencil environment and in a Tracenpoche environment, highlighting the characteristics of the joint action of the teacher and students in the explanation of geometric relationships. The teachers demonstrate initiatives that prove particularly interesting with regard to mathematical issues, and which could be the basis for further research in cooperative engineering (Sensevy, Forest, Quilio & Morales, 2013).
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Contributor : Francine Athias <>
Submitted on : Tuesday, December 9, 2014 - 12:16:24 PM
Last modification on : Friday, June 14, 2019 - 1:23:54 AM
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  • HAL Id : tel-01092711, version 1



Francine Athias. LA GEOMETRIE DYNAMIQUE COMME MOYEN DE CHANGEMENT CURRICULAIRE. Education. Université d'Aix Marseille, 2014. Français. ⟨tel-01092711⟩