Enseignement de l’algorithmique en classe de seconde : une introduction curriculaire problématique
In 2009, the high school curricular reform introduced algorithms in mathematics teaching. This is a new hybrid object, at the crossroads of mathematics and computer science, for which most teachers are not trained. Therefore, how do teachers approach this part of the program? To answer this question...
Spremljeno u:
| Izdano u: | URI:https://journals.openedition.org/adsc, |
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| Glavni autor: | |
| Format: | Article ou chapitre numérique |
| Jezik: | Français |
| Izdano: |
Annales de Didactique et de Sciences Cognitives
2022
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| Online pristup: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Sažetak: | In 2009, the high school curricular reform introduced algorithms in mathematics teaching. This is a new hybrid object, at the crossroads of mathematics and computer science, for which most teachers are not trained. Therefore, how do teachers approach this part of the program? To answer this question, we observed a mathematics teacher in a second grade in high school, for one year school. In order to conduct an analysis, we articulate two theoretical frameworks: the anthropological theory of didactics (ATD) and the joint action theory in didactics (JATD). The ATD provides tools for analyzing the tasks proposed by the math teacher to the students against the background of the concept of mathematical praxeologies. The JATD allows to put in view the expectations of the institution with what is actually taught in the classroom over several sessions of algorithm teaching. The results show the difficulties of teaching a knowledge that has its references in two disciplines. The co-constructed knowledge developed in the class is referred either under their mathematical specificity or their computer specificity. As a result of that, students do not really learn algorithmic knowledge. |
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