Characterization of an Ordinary Teaching Practice with the Help of the Theory of Didactic Situations

Magali Hersant (1) , Marie-Jeanne Perrin-Glorian (2)

1 CREN - Centre de recherche en éducation de Nantes
2 LDAR (EA_4434) - Laboratoire de Didactique André Revuz

In this paper, we use the theory of didactic situations to characterize a mathematics teaching practice, currently used in secondary schools in France, which we have called interactive synthesis discussion. We have studied this practice in ordinary classes, i.e. classes where the researcher intervenes neither in the preparation nor in the management of the lessons. We have looked at the didactic situations the teacher chooses, and how he manages his teaching project, the students’ work in the classroom and at home, and classroom interactions. We present two case studies of experienced teachers, one in grade 8, and the other in grade 10.

Mots clés: adidactic milieu; classroom interactions; didactic contract; distribution of responsibility between the teacher and the students; evolution of the status of knowledge; graphical solution of equations; proportionality; mathematics teaching practices; ordinary teaching; theory of didactic situations

Domaines: Education; Histoire et perspectives sur les mathématiques [math.HO]

Magali Hersant, Marie-Jeanne Perrin-Glorian. Characterization of an Ordinary Teaching Practice with the Help of the Theory of Didactic Situations. Educational Studies in Mathematics, 2005, Beyond the Apparent Banality of the Mathematics Classroom, 59 (1), pp.113-151. ⟨10.1007/s10649-005-2183-z⟩. ⟨hal-01492157⟩