Un essai d’analyse de pratiques effectives en classe de seconde, ou comment un enseignant fait « fréquenter » les mathématiques à ses élèves pendant la classe ?

Abstract In this paper, we first justify our choice of analysing teachers’ practice in the first year of highschool (age 15-16); we follow a dual approach to study the relationship between teaching and learning, while examining, in a complementary way, teaching sequences proposed to students and, through the analysis of teachers’ discourse, the way they … Lire la suite