Dynamique du travail mathématique en classe entre un enseignant et des groupes d’élèves sur la simulation en probabilités : une étude de cas
The purpose of this contribution is to characterize the work of a teacher on simulations in probability in grade 9 course in France (14-15 year-old students). In a case study, we report in particular on what is at stake in the solving of a probability task with simulations when the teacher decides t...
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| Gepubliceerd in: | URI:https://journals.openedition.org/adsc, |
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| Formaat: | Article ou chapitre numérique |
| Taal: | Français |
| Gepubliceerd in: |
Annales de Didactique et de Sciences Cognitives
2022
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| Online toegang: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Samenvatting: | The purpose of this contribution is to characterize the work of a teacher on simulations in probability in grade 9 course in France (14-15 year-old students). In a case study, we report in particular on what is at stake in the solving of a probability task with simulations when the teacher decides to organize small group work. Methodological tools, such as the chronogram, related to the specificity of this type of work in class are defined in the article. We have used the theory of Mathematical Work Spaces (MWS) and concepts such as potential suitable MWS and actual suitable MWS have been defined to conduct our study. The analysis of the teacher's interventions in the classroom revealed a standardization of the probabilistic model produced by the teacher during the simulation. The role of the teacher and the choice of the digital artefact transformed the students' work. We matched blockages, rebounds or identified containments in the actual MWS with the potential MWS. Our research has clarified first cognitive task routes in probability on The Hare and the Tortoise game. |
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