Curriculum in France: A National Frame in Transition

Ghislaine Gueudet (1) , Laetitia Bueno-Ravel (2) , Simon Modeste (3) , Luc Trouche (4)

1 CREAD - Centre de Recherche sur l'Education, les apprentissages et la didactique
2 CREAD EA 3875 - Centre de Recherche sur l'Education, les apprentissages et la didactique
3 I3M - Institut de Mathématiques et de Modélisation de Montpellier
4 EA S2HEP - Sciences et Société ; Historicité, Éducation et Pratiques

In this chapter, we first present an overall picture of the French mathematics curriculum, in particular since 2000; then we focus on the primary school curriculum and its recent evolutions. We follow with considerations of the controversies raised by the new curriculum (starting September 2016) for students aged 12 to 15. Next we focus on a particular content area, algorithmics across different grades. Textbooks are crucial resources for teaching, influencing the implemented curriculum (Pepin & Haggarty, 2001; Valverde et al., 2002). Deep changes in curriculum have resulted in the development of digital resources so we also focus on the development of a particular French e-textbook. In the conclusion, we synthesize the main aspects of curriculum content, design, and implementation in France

Mots clés: Mathematics education; mathematics didactics; mathematics curriculum; curriculum design; algorithmics teaching; programming teaching

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

Ghislaine Gueudet, Laetitia Bueno-Ravel, Simon Modeste, Luc Trouche. Curriculum in France: A National Frame in Transition. D. Thompson, M.A. Huntley, & C. Suurtamm. International Perspectives on Mathematics Curriculum, International Age Publishing, pp.41-70, 2017, 978-1-64113-043-1. ⟨hal-01599059⟩