Inventer une géométrie pour l'école primaire au XIXe siècle

d'Enfert, Renaud

doi:10.4000/trema.1536

Cited by 2 publications

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“…The imperviousness of the French primary and secondary education systems has also been questioned by different quantitative and qualitative studies. My results show that the line is far from being so clear-cut and that authors from one order do not hesitate to write for an audience from the other, or even for mixed readers, confirming the conclusions of Renaud D'Enfert's study (D'Enfert, 2003a). In fact, the target audience designated for the textbooks in our limited corpus is determined more by its level than by its order of education.…”

Section: Discussionsupporting

confidence: 78%

“…In particular, in the continuity of Valérie Legros' study of arithmetic textbooks (Legros, 2019), I propose to consider the types of authors of geometry teaching books, their audiences, and to cross-reference the data obtained. Finally, I would like to confront my corpus with the current hypothesis of a possible opposition between a so-called practical geometry, linked to measurement actions, as exposed in the work of Renaud D'Enfert (D'Enfert, 2003a), and a geometry commonly designated as theoretical 3 .…”

Section: Introductionmentioning

confidence: 99%

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A quantitative study of French 19th century geometry textbooks

Guillet¹

2023

Acta Sci.

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Background: School textbooks constitute a valuable material of investigation in the history of education, which has developed in many disciplines, in connection with their history. In history of mathematics education, some studies are based on a qualitative analysis of a small number of textbooks, whereas others use quantitative arguments in addition. In this framework, my approach is to analyse the use of areas in French geometry textbooks of the 19th century, by articulating qualitative and quantitative methods, from a corpus that I have built. Objectives: In my study paper, I analyse information from statistical data collected on this corpus, and I put these results in perspective with other studies conducted in the history of school publishing and mathematics education. Design: My methodology consists in starting from hypotheses accepted in related studies, confronting them with my quantitative data, and then putting results into a qualitative perspective. Setting and participants: This work was carried out in conjunction with training on quantitative tools in human and social sciences provided by PROGEDO Loire in Nantes. Data collection and analysis: I first built up a database of geometry textbooks using a general source and exploited it statistically. Then, I studied specifically a more restricted corpus, focused on the notion of area, using multivariate analysis tools. Results: My results confirm some of the assumptions assumed in other studies (evolution of school publishing, porosity of primary and secondary education orders), challenge others (opposition between theoretical and practical geometry) and sometimes deepen them with additional information. Conclusion: This work answered questions but raised new ones, notably on links between sustainability, target audience and content on areas of a textbook.

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Section: Discussionsupporting

confidence: 78%

Section: Introductionmentioning

confidence: 99%