Mois : juin 2000

Abstract Situated in the field of didactics of mathematics, this article emphasises the epistemological relevance and simultaneously the theoretical and methodological conditions of a clinical approach to didactics – in particular, for the observation of ordinary classes and, more generally, for the study of didactic questions that are difficult to handle by more traditional means. … Lire la suite

Abstract Scientifically conceptualised, the notion of a framework of rationality models the dialectic between actual experience and scientific knowledge. Based on the work of Gérard Vergnaud (1981, 1990, 1995), and particularly on the notion of a homomorphism between reality and its representations, this modelling systematically takes into account the material, mental, and cultural triangulation of … Lire la suite

Abstract The role of writing in mathematical activity raises three major problems for the learning of mathematics. Does comprehension of the reasoning in the steps of a proof occur only through oral expression or does it also require written work ? Does putting words in writing radically change the nature of the discourse that is … Lire la suite