Nécessité de promouvoir la méthode de suggestion dans l＇enseignement

Ｎéｃｅｓｓｉｔé ｄｅ ｐｒｏｍｏｕｖｏｉｒ ｌａ ｍéｔｈｏｄｅ ｄｅｓｕｇｇｅｓｔｉｏｎｄａｎｓｌ＇ｅｎｓｅｉｇｎｅｍｅｎｔＧｕｏＱｕａｎ－ｚｈｏｎｇＤｅｐｕｉｓｌｅｓ８０，ｊｅｍｅｌｉｖｒｅａｕｔｒａｖａｉｌｄ＇ｅｎｓｅｉｇｎａｎｔｄｕｆｒ?..     

L'histoire de l'éducation au Brésil: traditions historiographiques et processus de rénovation de la discipline

Since the end of the 1980s, Brazilian histoty of education bas been redefined by new historiographical currents. The process of redefinition has taken on particular characteristics because of theoretical and institutional factors involved in the evolution of the discipline as afield of research. The new trends run counter to the historiographical model that dominated the post‐graduate programmes in education of the main Brazilian universities since the 1970s. This model originated in the 1930s and 1940s with the publication of reference works for educational history research. The present essay examines the process of reconfiguration of the discipline with a view to evaluating the restrictions that were imposed upon it.     

Comprendre l'éducation physique à partir de la comparaison: le cas de la France et de l' Espagne

Le but principal de cet article est de comparer à partir des textes législatifs, des enquêtes ministérielles et européennes, et des revues spécialisées en France et en Espagne les propriétés de deux organisations scolaires singulières nommées «éducation prioritaire» ainsi que les mises en ?uvre de l'éducation physique. En nous appuyant sur l'approche de la construction sociale, nous présentons comment ces deux pays européens organisent cet enseignement dans les milieux défavorisés. Une analyse des aspects visibles du système éducatif à l'aide d'indicateurs généralistes (organisation des études, formation des enseignants, dépenses publiques) aurait laissé envisager d'importantes différences. Cependant, la comparaison à l'aide d'indicateurs «plus fins» des mises en ?uvre de l'éducation physique dans les écoles traditionnelles (poids de l'éducation physique, préoccupations gouvernementales et celles des enseignants, programmes d'enseignement) puis dans les milieux difficiles ZEP et CAEP (choix didactiques et pédagogiques) indique de fortes similitudes. Ces différences de résultats soulignent l'intérêt des analyses comparatives secondaires et la nécessité de considérer des analyses détaillées.

The main aim of this study is to compare two particular school organisations labelled ‘priority education’ in France and Spain, in relation to physical education using laws, ministerial and European surveys, and specialised journals. The social constructivist approach has been used to describe how both these European countries organise the teaching of physical education in under‐privileged environments. The analysis of the visible aspects of these educational systems with general indicators (organisation of studies, teacher education, public expenses) seems to imply differences. However, the comparison using more detailed data in the implementation of physical education in traditional schools (weight of the physical education in the system, governmental and teachers concerns, teaching programmes) indicates strong similarities. In addition, didactic and pedagogic choices in physical education in under‐privileged schools appear to be quite similar. These results underline the interest of secondary comparative studies and the necessity of taking into account detailed analyses.     

Mathématiques de la vie quotidienne au Burkina Faso: une analyse de la pratique sociale de comptage et de vente de mangues

Mathematics teaching in Burkina Faso is faced with major challenges (high illiteracy rates, students’ difficulties, and high failure rates in mathematics, which is a central topic in the curriculum). As evidenced in many of these studies, mathematics is reputed to be tough, inaccessible, and far from what students live daily. Students here look as though they are living in two seemingly distant worlds, school and everyday life. In order to better understand these difficulties and to contribute in the long run to a more adapted teaching of mathematics, we tried to document and elicit the “mathematical resources” mobilized in various daily life social practices. In this paper, we focus on one of them, the counting and selling of mangoes by unschooled peasants. An ethnographic approach draws on the observation of the situated activity of counting and selling mangoes (during harvesting) and on “eliciting interviews” of the involved actors. The analysis of results highlights a richness of structuring resources mobilized and distributed through this practice, related to what Lave (1988) call “the experienced lived-in-world” and “constitutive order.” The mathematical resources take the form of “knowledge in action” and “theorems in action” (Vergnaud, Rech Didact Math 10(23):133–170, 1990), embedded in the social, economic, and even cultural structures of actors.     

Apprentissage de la déduction

Sans résumé     

Quelques aspects didactiques du développement de la pensée des enfants dans les mathématiques et la physique

Sans résuméConférence tenue au Congrès sur l'Intégration des enseignements scientifiques, à Varna, 11–19 septembre 1968.     

La Statistique: Fin et Moyen dans la Formation de l'ingénieur

RÉUMÉ

In this paper the recent needs and trends in statistics for engineers are discussed, particularly statistics as a motivating and illustrative tool in engineers' technical and methodological education.

Tendances et besoins recents en matière de statistique pour l'ingénieur. Rôe de motivation et d'illustration de la statistique dans sa formation technique et méthodologique.     

Facteurs économiques et sociaux de la planification de l'éducation Colloque de Paris, áécembre 1959

Sans résumé     

En marge de l'apprentissage de la déduction

Sans résumé     

Composantes Privées et Publiques du Travail de l'Élève en Situation de Devoir Surveillé de Mathématiques

In this paper, we propose to give some results about research done from 1989 to 1993 concerning a written assessment situation in math class (les devoirs surveillés) with high school students (16–17 years old) who are following a science oriented curriculum. In particular, we would like to determine if and how the students are sure of the answers they give and if they verify them.Our research methodology consisted of collecting both test papers and scratch pads from all the students in one class, then of interviewing some of them using the explicatory interviewing technique developed by P. Vermersch.In order to study this specific assessment situation, we use a theoretical framework developed by Y. Chevallard concerning an anthropological approach. Then, we introduce the notions of students' private work, meant to remain unseen and during which the verifications (if any) are done, and of a public trace (the test paper) meant to be shown to the teacher and to be evaluated. From a cognitive and didactic point of view, we want to show the importance of taking into account these two components for the analysis of the students' work in problem solving.     

Analyses de séances en classe et stabilité des pratiques d’enseignants de mathématiques expérimentés du second degré

In this paper we tackle the issue of an eventual stability of teachers’ activity in the classroom. First we explain what kind of stability is searched and how we look for the chosen characteristics: we analyse the mathematical activity the teacher organises for students during classroom sessions and the way he manages the relationship between students and mathematical tasks. We analyse three one-hour sessions for different groups of 11 year old students on the same content and with the same teacher, and two other sessions for 14 year old and 15 year old students, on analogous contents, with the same teacher (another one). Actually it appears in these two examples that the main stabilities are tied with the precise management of the tasks, at a scale of some minutes, and with some subtle characteristic touches of the teacher’s discourse. We present then a discussion and suggest some inferences of these results.

L’introuvable identité disciplinaire de la musique scolaire en France sous la IIIe République

In 1882 the French minister Jules Ferry decided on a new educational policy. Choral singing and music were to become a compulsory subject in primary schools. But goals and methods of learning were yet to be determined. Until 1914, teachers gave priority to patriotic songs. In the postwar years the situation began to change, as songs extolled nature and childhood; teachers organized musical and dancing events, thus bringing parents together around culture in school. During the Third Republic music was not a subject of instruction; it was essentially mediation between the school and civil society. The mediation was primarily political and later cultural.     

Etude en temps réel de la production eEcrite chez des enfants de sept et huit ans

The aim of this research is to study on-line written production in children. Twelve seven year old children and twelve eight year old children were asked to compose two texts (a narrative and a report). They were filmed as they wrote in order to investigate the temporal caracteristics of their composition (pauses, rates…). The results show three main findings:

- the rates increases from seven to eight year old.

- pauses times varied according to the syntactic organisation of the next sentence.

- longer pause times are localized after punctuation marks and before connective.

     

L'ecole et la communauté dans l'éducation pour la compréhension internationale Bruxelles, 7.–20. Juli 1963

Ohne Zusammenfassung

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L'ecole et la communauté dans l'éducation pour la compréhension internationale Bruxelles, 7.–20. Juli 1963

     

Problématique dans l'apprentissage de la mathématique

Sans résumé     

Apprentissage de concepts en mécanique et modélisation de situations expérimentales

Starting from an analysis of the limits of the formation of of categorial concepts as an approach to formation of physics concepts, and an epistemological analysis of the concepts fundamental to the domain of mechanics, a teaching sequence was conceived of with as its purpose the study of how such concepts («formal» and «relational») can be mastered by pupils using inductive and axiomatic procedures. The experiment described examines the concept of momentum, introduced in the first year of the lycée. The analysis of the teaching sequence shows the limits of induction in the construction of the concept studied. The logging of properties defining this quantity showed itself to be only possible through a number of questions related to previously established relations between the quantities known to the pupils (mass and velocity). An analysis of pupils, behaviours showed that the comprehension of properties (transfer, invariance, additivity…) and of the relation ( \(\vec P = m.v\) ) present less difficulty than the mastering of operational invariants which permit the elaboration of representations of experimental situations (the selection and temporal sequencing of events, the division into systems, the analysis of interaction…) The rupture of modes thinking which then «imposed” the taking into account of such invariants also permitted a comprehension of the difficulties of the conceptual changes.