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Investissements de savoirs et interactions de connaissances dans un centre de formation professionnelle et sociale : une contribution à l'étude des mathématiques dans le contexte de la formation professionnelle spécialisée

Abstract : The main objective of the thesis is to understand the functioning of mathematics at work in the context of the special vocational training that many students in special education reach at the end of their compulsory education. The thesis is developed in a succession of five investigations conducted within a system, the Vocational and Social Training Centre of Seedorf. It uses an original research tool to collect data and report on analyses: narration (groupe ddmes, 2012). The theoretical framework is based on groundwork borrowed from Conne (2003) which distinguishes three levels of mathematical understanding within the system - the institution, knowledge investments, and knowing interactions – as well as on Rouche's work (1992, 1998 and 2006) to define a mathematical reference knowledge (Conne, 1992). One of the most convincing results of the thesis is the characterization of the relation to ignorance the teacher maintains about the interactions, inviting him to play with the student, between the search for meaning and the search for control.
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Jean-Michel Favre. Investissements de savoirs et interactions de connaissances dans un centre de formation professionnelle et sociale : une contribution à l'étude des mathématiques dans le contexte de la formation professionnelle spécialisée. Education. Université de Genève - Faculté de psychologie et des sciences de l'éducation, 2015. Français. ⟨tel-02376461⟩

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