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Des conditions de conception d’une ingénierie relative à la définition de la notion de limite : Élaboration d’un cadre basé sur un modèle de rationalité pour l’accès aux objets mathématiques complexes

Abstract : This study aims to establish the conditions that permit to students to achieve the raison d’être of complex knowledge. We deploy the Theory of Didactic Situations and go forward to develop a theoretical frame for the conception of didactical engineering which aims those conditions. This frame is based on two intertwined principles: 1) keep on the adidactic dimension of the situations that involve complex knowledge; 2) students’ activities should avoid contradiction between what they may think and the reality they are attempting to figure out. Those principles shape the design of our theoretical construct of rationalities. This construct is used to design a didactical engineering on the formal definition of limit. The results illustrate the potent of this construct, particularly in showing the evolution of students’ thinking towards the theoretical level.
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https://tel.archives-ouvertes.fr/tel-01421117
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Submitted on : Wednesday, December 21, 2016 - 3:59:12 PM
Last modification on : Thursday, April 21, 2022 - 2:44:02 PM
Long-term archiving on: : Monday, March 20, 2017 - 10:04:06 PM

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Thomas Lecorre. Des conditions de conception d’une ingénierie relative à la définition de la notion de limite : Élaboration d’un cadre basé sur un modèle de rationalité pour l’accès aux objets mathématiques complexes. Education. Université Grenoble Alpes, 2016. Français. ⟨tel-01421117⟩

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