Vers le faire mathématique : essai pour un nouveau positionnement en didactique des mathématiques
In didactics of mathematics, reflections and observations on the nature of mathematical “knowledge” and “knowing” have led to a broader view of what is meant by learning mathematics. Progressively taking distances from perspectives in which mathematical “knowledge” is the object of reference, studie...
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| Publicat a: | URI:https://journals.openedition.org/adsc, |
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| Autors principals: | , |
| Format: | Article ou chapitre numérique |
| Idioma: | Français |
| Publicat: |
Annales de Didactique et de Sciences Cognitives
2024
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| Matèries: | |
| Accés en línia: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Sumari: | In didactics of mathematics, reflections and observations on the nature of mathematical “knowledge” and “knowing” have led to a broader view of what is meant by learning mathematics. Progressively taking distances from perspectives in which mathematical “knowledge” is the object of reference, studies have come closer to the contexts in which students do mathematics. There is still, however, a tendency in our field to focus on what students might know, understand or learn in relation to a specific “knowledge”. In contrast, the epistemological perspectives in which we as authors are positioned view the local and emergent character of the mathematical activity as so central that it invites us to “replace” questions of knowledge with ones about mathematical doing. In this article, we investigate this path, both theoretically and empirically. In so doing, we look into the theoretical and ethical foundations of such a positioning and offer a practical illustration of its implications for research in mathematics education (through analyses of data from a study on mental mathematics). We show how important aspects of studies in didactics of mathematics continue to be relevant and significant in this positioning and how new questions emerge and others disappear. |
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