Anthropo-didactical contribution to        the study of the effects of individualism upon the creation of school        inequalities. The case of verbal interactions in mathematical teaching        at cycle 3

Chopin, Marie-Pierre; Sarrazy, Bernard

doi:10.4000/educationdidactique.1919

Cited by 4 publications

(2 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…La question de la pertinence épistémologique et théorique de l'approche AD a donc toujours été traitée ad hoc, sur la base de sa capacité à produire du savoir à propos d'un problème donné. On trouvera parmi les contributions à ce questionnement : Sarrazy (2001Sarrazy ( , 2002aSarrazy ( , 2008, Marchive (2005), Sarrazy et Clanché (2002), Chopin et Sarrazy (2014), Chopin (2008), Chopin et Roiné (2013), Roiné (2012), etc. Les publications d'autres chercheurs, plus récentes et liées à l'ouverture de l'AD vers de nouveaux espaces de recherche en éducation, seront évoquées plus loin.…”

Section: Conclusion : De L'ad à L'anthropologie De La Diffusion Des Sunclassified

Anthropologie de la diffusion des savoirs

Chopin¹

2016

educationdidactique

Self Cite

View full text Add to dashboard Cite

Through the presentation of a research tradition, anthropo-didactics, developed within an Educational sciences team from Bordeaux, this text is a contribution to the question issued by the ARCD seminary regarding the connections between didactics and humanities. Unlike the impression that the formulation "anthropo-didactics" could give, this approach is not so much about setting a dialogue between two distinct disciplinary spaces, but, on one hand, to aknowledge very close epistemologies within those theoretical frames (e.g. the Theory of Didactical Situations and post-structuralist north-American anthropology), and on the other, the emergence of research questions which cannot be treated without crossing those spaces. Thus, anthropo-didactics did arise, more than twenty years ago, from considering didactics as an anthropology of knowledge dissemination (a deinition that is not necessarily shared within the community), making work together anthropological and broussaldian concepts and generating its own. Those main concepts will be presented in this article.

show abstract

Section: Conclusion : De L'ad à L'anthropologie De La Diffusion Des Sunclassified

Anthropologie de la diffusion des savoirs

Chopin¹

2016

educationdidactique

Self Cite

View full text Add to dashboard Cite

show abstract

“…This research fits into a rich line of work on the difficulties of mathematical learning [1], [2], [3], [4]. The study aims to question the fundamental source of these difficulties.…”

Section: Introductionmentioning

confidence: 96%

The Influence of Social Factors on Learning Difficulties in Mathematics: Testing the Anthropo-Didactic Approach

Rajotte¹

2018

IJEEDU

View full text Add to dashboard Cite

The aim of this research is to increase knowledge about learning difficulties in mathematics. A literature review of the learning difficulties in mathematics researches of the last thirty years shows the emergence of two major interpretative perspectives. In the first perspective, the difficulties are studied in terms of the learners' cognitive characteristics. This perspective highlights the need to develop interventions adapted to the specific characteristics of the student in difficulty. In the second perspective, learning difficulties are interpreted as the result of interactions between the student and the school system. This perspective considers teaching from the point of view of creating favourable conditions for learning through didactic interventions that take into account both the knowledge of the student and the mathematics tasks. During the last few decades, there have been many debates between the proponents of the first perspective and those of the second perspective. It is within this conflict that a third interpretative perspective emerged from the European work on the difficulties of learning in mathematics. This perspective based on an anthropo-didactic approach, adopts a dual theoretical anchoring (anthropological and didactic) to identify a whole class of explanatory phenomenon of difficulties that could not be cleared in one or other of the frameworks when taken alone. More specifically, this framework makes it possible to articulate sociological considerations, such as educational and didactic inequalities as well as the study of the student-teacher relationship. However, this perspective is relatively unknown to researchers and practitioners working in Quebec. In this context, the object of this research is to validate the anthropo-didactic approach as to the interpretation of learning difficulties in mathematics of elementary school children.

show abstract

Chapitre IV. Penser le temps didactique en contexte de formation : réflexions autour des concepts de spiralité, de visibilité didactique et de protention

Chopin¹

2018

Les Temps Heureux Des Apprentissages

View full text Add to dashboard Cite

Anthropo-didactical contribution to the study of the effects of individualism upon the creation of school inequalities. The case of verbal interactions in mathematical teaching at cycle 3

Cited by 4 publications

References 8 publications

Anthropologie de la diffusion des savoirs

Anthropologie de la diffusion des savoirs

The Influence of Social Factors on Learning Difficulties in Mathematics: Testing the Anthropo-Didactic Approach

Chapitre IV. Penser le temps didactique en contexte de formation : réflexions autour des concepts de spiralité, de visibilité didactique et de protention

Contact Info

Product

Resources

About