TY - JOUR
TI - Stabilité des pratiques des enseignants de mathématiques (second degré) : une hypothèse, des inférences en formation
AU - Robert, Aline
T2 - Recherches en Didactique des Mathématiques
AB - Starting with the analysis of two class sessions, at two grade levels in the same school, in which the same teacher organized the students’ work on an exercise in geometry, we present a hypothesis regarding the stability of teaching practice. The students were, respectively, 13-14 and 14-15 years old. The analysis is developed according to a theoretical and methodological process presented in the first part of the article. In the second part, we analyze the two excerpts, proposing the hypothesis that it is in the management of the class, at intervals of from 5 to 10 minutes, that one can find the stability of teaching practice, even if that management is to the possible detriment of students’ mathematical work. That hypothesis leads us to define the idea of robustness of mathematical tasks: A robust task is one that resists those modifications in students’ task-related activities that are induced by classroom management.
DA - 2007///
PY - 2007
VL - 27
IS - 3
SP - 271
EP - 312
J2 - RDM
LA - FR
SN - 0246-9367
UR - https://revue-rdm.com/2007/stabilite-des-pratiques-des/
ER -