Théorie de l'activité, interactionnisme et socioconstructivisme. Quel cadre théorique autour des représentations dans la construction des connaissances mathématiques ?
In the '80s, mental representations were analyzed by educators in a constructivist approach. A paradigm shift, but always in a constructivist approach, took place in the same decade with the analysis of constructions of mathematical concepts in a theoretical framework based on semiotic represen...
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| Argitaratua izan da: | URI:https://journals.openedition.org/adsc, |
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| Formatua: | Article ou chapitre numérique |
| Hizkuntza: | Français |
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Annales de Didactique et de Sciences Cognitives
2024
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| Sarrera elektronikoa: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Gaia: | In the '80s, mental representations were analyzed by educators in a constructivist approach. A paradigm shift, but always in a constructivist approach, took place in the same decade with the analysis of constructions of mathematical concepts in a theoretical framework based on semiotic representations. New theoretical frameworks on the social construction of knowledge took place at the end of the last century, where new paradigms took into account the perspective of social construction of knowledge. Different teaching methods have appeared in these theoretical frameworks and also new concepts such as functional representation and its evolution in an environment of collaborative learning, scientific debate and self-reflection (ACODESA). In this paper we show how this development fits within a theoretical framework of activity in a dialectical process between activity and communication in the mathematics classroom. |
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