Transposition didactique externe et acquisition du concept de fraction : une comparaison internationale entre onze participants aux évaluations TIMSS

Abstract : This thesis provides an analysis of the external didactic transposition of the concept of fractions by comparing the knowledge that has been generated from researchers in this field with the contents of teaching programs in eleven territories across three geographical areas (North America, Western Europe, Southeast Asia). This study is used as a means to determine how knowledge that is taught in schools, in its topogenetic and chronogenetic aspects, correlates to student performance in the international TIMSS evaluations, in particular in the fourth year tests for which France was a participant in 2015. It draws upon the anthropological theory of didactics to establish how constraints that have been defined by the authors of programs at the societal level of the didactic codetermination scale influence the dissemination of fractions-related praxeologies. This research framework also provides the appropriate tools to examine TIMSS items by considering the knowledge, techniques, and tasks required by students for success. To understand which approach better explains student results, the didactic approach has been compared with the cognitive analysis carried out by the TIMSS authors for these assessments. In addition, didactic transposition, in the context of school systems and society, has also been taken into consideration as a way to better understand student outcomes. Analysis of student, parent and teacher input about mathematics education in general, and fractions in particular, from the questionnaires proposed by the TIMSS authors, has led to the identification of specific characteristics of these educational systems and the relationship of these characteristics to the content of school curricula and student performance.
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https://tel.archives-ouvertes.fr/tel-01948522
Contributor : Sylvain Martinez-Ibanez <>
Submitted on : Friday, December 7, 2018 - 5:37:52 PM
Last modification on : Tuesday, September 17, 2019 - 9:53:47 AM
Long-term archiving on : Friday, March 8, 2019 - 3:44:18 PM

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Sylvain Martinez-Ibanez. Transposition didactique externe et acquisition du concept de fraction : une comparaison internationale entre onze participants aux évaluations TIMSS. Education. Université Paris 5 Sorbonne Descartes, 2018. Français. ⟨tel-01948522⟩

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