TY - JOUR TI - La proportionnalité et son utilisation AU - Dupuis, Claire AU - Pluvinage, François T2 - Recherches En Didactique Des Mathématiques AB - (The mumbers below are those of the paragraphs of the paper) 1. Analysing the successive mathematics curricula in France, we point out the changes for solving an exercise as common as the following: «What is the length of a rail made of 1 ton (1000 kg) of metal, given that a piece of this rail has a length of 0.17 m and weighs 0.850 kg?» We think the changes are not singular, but reveal an evolution in the teaching of mathematics : ancient, new math and nowadays « concrete maths ». 2. Questionnaires that we made are presented in this paragraph. 3. Certain results obtained are spectacular. For example, for the equation 12 x x = 36 x 13 the rate of correct answers is .78, while for (l2 x x)/36 = 13 the rate is only .18. 4. The «analysis of correspondences» (AFC) shows a very good coherence between school subjects (maths and physics or geography). Furthermore the analysis leads to observe a great difference between classes. An explanation of these differences lies in the variability of the actual maths education. 5. Two of the main observations and conclusions are : - A didactical advantage is offered by writing 2 x 2 tables of proportionality. But it is necessary to complete these by learning systematic procedures for avoiding final failures. - Written texts create for the majority of the pupils more constraints than those that the maths situation presented induces, in particular for the ordering of operations. DA - 1981/// PY - 1981 VL - 2 IS - 2 SP - 165 EP - 212 J2 - RDM LA - FR SN - 0246–9367 UR - https://revue-rdm.com/1981/la-proportionnalite-et-son/ ER -