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Les ressources au cœur des pratiques des professeurs de mathématiques : le cas de l'enseignement d'exploration MPS en seconde

Abstract : Our questioning emerges from the establishment of a new teaching, called Scientific Methods and Practices (MPS), as part of the French high school reform in 2010. This multidisciplinary teaching, which aims to initiate pupils to a scientific approach, leds mathematics teachers to question and to change their practices. We propose to analyze these changes in terms of resources and the way teachers work on these resources. We retain two approaches: the double approach didactic and ergonomic of the teaching practices (Robert, 2010a; Rogalski, 2010) and the documentational approach of didactics (Gueudet et Trouche, 2010). Our research is conducted from observations of mathematics teachers involved in MPS and engaged in different disciplinary and multidisciplinary collectives. These observations are supplemented by interviews with colleagues in other disciplines. We also performed a study of resources available for one of the themes proposed. This study is part of the research program ReVEA (Living Resources for Teaching and Learning), supported by the ANR. Our thesis aims to show the impact of resources and lack of resources from understanding the prescribed task to the effective task, and also the impact of the different collectives in which the mathematics teacher is involved. It questions as well the effects of this work on professional development, especially regarding the inquiry-based science teaching.
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https://theses.hal.science/tel-01391464
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Submitted on : Thursday, November 24, 2016 - 1:34:09 PM
Last modification on : Wednesday, November 3, 2021 - 4:26:36 AM
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2016lare0010_CTuffery_A.pdf
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  • HAL Id : tel-01391464, version 1

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Chantal Tufféry-Rochdi. Les ressources au cœur des pratiques des professeurs de mathématiques : le cas de l'enseignement d'exploration MPS en seconde. Histoire et perspectives sur les mathématiques [math.HO]. Université de la Réunion, 2016. Français. ⟨NNT : 2016LARE0010⟩. ⟨tel-01391464⟩

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