Formation et évolution des représentations fonctionnelles-spontanées à travers un apprentissage socioculturel
The present research aims to understand the role of the students’ functional-spontaneous representations through the study of the pupils’ external spontaneous representations in the process of solving a problem research situation. Through a qualitative methodology, the spontaneous representations of...
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| Vydáno v: | URI:https://journals.openedition.org/adsc, |
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| Hlavní autoři: | , |
| Médium: | Article ou chapitre numérique |
| Jazyk: | Français |
| Vydáno: |
Annales de Didactique et de Sciences Cognitives
2022
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| Témata: | |
| On-line přístup: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Shrnutí: | The present research aims to understand the role of the students’ functional-spontaneous representations through the study of the pupils’ external spontaneous representations in the process of solving a problem research situation. Through a qualitative methodology, the spontaneous representations of secondary students in the learning of covariation between variables are analysed. A particular goal is to study how these representations are likely to evolve through internal communication of students and through communication and validation with their pairs. Hence the importance of having a method that promotes a social construction of learning. In our case, we have opted for a learning process in a sociocultural environment: ACODESA (Collaborative Learning, Scientific Debate, Self-reflection and Institutionalization). From this perspective, in this paper, we consider collaborative research that allows the researcher to acquire knowledge about the teacher's practice, and vice versa, the teacher acquiring research knowledge in the mathematics classroom through the evolution of pupils’ representations. The results show that the functional-spontaneous representations are the engine of the learning process of mathematical concepts. |
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