Une étude comparative de l’enseignement du calcul algébrique en France et au Chili
In this paper, we present the results of a comparative study on the teaching of algebra in France and in Chili. Within the Anthropological Theory of the Didactic, we studied and compared the mathematical knowledge related to the distributive property, taught within each school system. The analysis o...
Sparad:
| I publikationen: | URI:https://journals.openedition.org/adsc, |
|---|---|
| Huvudupphovsmän: | , |
| Materialtyp: | Article ou chapitre numérique |
| Språk: | Français |
| Publicerad: |
Annales de Didactique et de Sciences Cognitives
2022
|
| Ämnen: | |
| Länkar: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Sammanfattning: | In this paper, we present the results of a comparative study on the teaching of algebra in France and in Chili. Within the Anthropological Theory of the Didactic, we studied and compared the mathematical knowledge related to the distributive property, taught within each school system. The analysis of programs and textbooks reveals significant differences in the knowledge to be taught or taught. We also analyzed the knowledge of students, through a questionnaire given to French and Chilean students (aged 14-15). The analysis of the answers allows us to establish differences between the mathematical praxeologies students have learnt. It also reveals similarities that reveal the difficulties of (Chilean or French) students in learning algebra. Finally, we conducted a brief experimentation in a French class that introduced a type of tasks present in the Chilean textbook. This experimentation allows us to examine the role of geometric framework in the study of the distributive property, more represented in the knowledge to be taught and taught in Chile than in France. |
|---|