Peut-on ou doit-on vraiment se passer de la référence au savoir pour appréhender le faire ?
In their paper, Maheux & Proulx propose to look at the mathematical activity of the student from the « doing maths » point of view. They suggest that this focus must let out the reference to the mathematical knowledge as usually conceived. If I do agree with the focus they propose, I question, s...
Enregistré dans:
| Dans: | URI:https://journals.openedition.org/adsc, |
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| Auteur principal: | |
| Format: | Article ou chapitre numérique |
| Langue: | Français |
| Publié: |
Annales de Didactique et de Sciences Cognitives
2024
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| Accès en ligne: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Résumé: | In their paper, Maheux & Proulx propose to look at the mathematical activity of the student from the « doing maths » point of view. They suggest that this focus must let out the reference to the mathematical knowledge as usually conceived. If I do agree with the focus they propose, I question, strictly speaking, the fact that the knowledge is not useful in this analysis. |
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