STUDENTS' ZPD AND TEACHERS' PRACTICES: SOME EXAMPLES OF PROXIMITIES ORCHESTRATED ON COMPLEX TASKS DURING LESSONS IN THE CLASSROOM

Proximités en acte mises en jeu en classe par les enseignants du secondaire et ZPD des élèves : analyses de séances sur des tâches complexes

Aline Robert (1) , Fabrice Vandebrouck (1)

1 LDAR (EA_4434) - Laboratoire de Didactique André Revuz

The notion of " proximity-in-act " is introduced here to address some teacher's choices, involving their global coherence. We suppose that these recurrent teacher's choices are a mean to be enough near some of the students' mathematical cognitive needs. We give some general examples of these proximities. The new singular proximities we aim to introduce in this article are analyzed in actual classrooms orchestrations taking into account tasks, managements and students' work. We recall our theoretical framework (Activity theory and double approach). Then we precise our methodology, and develop four examples that all address the students' work on a complex task in different contexts. We claim that the complex task generates some different kinds of activities (sub-activities) for students, as recognizing the knowledge to be used and adapted, organizing the steps of the proof, and calculating for instance. There is an evidence that these different sub-activities are not worked in the same way by the students, according to the task itself and the teacher's orchestration, involving time let to work, writing or not on the board, assistances, … The ZPD model for students is involved to argue that the effects of such teacher's practices may be different for the students' learning according of their activities. The stake is the way of getting as near as possible new and old students' knowledge according to the teachers' development of proximities-in-act taking into account the whole class needs, and the lack of time to wait for every one eventual but not guaranteed " success ". Furthermore the differences may occur and be reinforced because of the teachers' practices coherence and the recurrence of such choices.

Mots clés: Double approche didactique et ergonomique; Activités; Pratiques enseignantes; Zone de Proche Développement

Domaines: Mathématiques [math]

Aline Robert, Fabrice Vandebrouck. Proximités en acte mises en jeu en classe par les enseignants du secondaire et ZPD des élèves : analyses de séances sur des tâches complexes. Recherches en Didactique des Mathematiques, 2014, 34(2/3), pp.239-285. ⟨hal-01766857⟩