Problem solving in France: didactic and curricular perspectives

Artigue, Michèle; Houdement, Catherine

doi:10.1007/s11858-007-0048-x

Cited by 26 publications

(14 citation statements)

References 2 publications

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“…The notion of institution being central to ATD, it is not surprising that these two approaches have been combined to study learning and teaching. Job (2011) does so, for example, but at pre-university level, as do Artigue and Houdement (2007) who combined TDS and ATD to analyse the role of problem solving in the French curriculum and teaching practice. At university level, we find this combination, for instance, in the work of De Vleeschouwer (e.g.…”

Section: Research In Mathematics Educationmentioning

confidence: 99%

Didactic Situations and Didactical Engineering in university mathematics: cases from the study of Calculus and proof

González-Martín

Bloch

Durand-Guerrier

et al. 2014

Research in Mathematics Education

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This paper discusses the use of the Theory of Didactic Situations (TDS) at university level, paying special attention to the constraints and specificities of its use at this level. We begin by presenting the origins and main tenets of this approach, and discuss how these tenets are used towards the design of Didactical Engineering (DE), particularly adapted at the tertiary level. We then illustrate the potency of the TDS-DE approach in three university level Research Cases, two related to Calculus, and one related to proof. These studies deploy constructs such as didactic contract, milieu, didactic variables, and epistemological analyses, among others, to design Situations at university level. We conclude with a few thoughts on how the TDS-DE approach relates to other approaches, most notably the Anthropological Theory of the Didactic.

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Section: Research In Mathematics Educationmentioning

confidence: 99%

Didactic Situations and Didactical Engineering in university mathematics: cases from the study of Calculus and proof

González-Martín

Bloch

Durand-Guerrier

et al. 2014

Research in Mathematics Education

View full text Add to dashboard Cite

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“…Cette habileté sera précisée dans le guide pédagogique (MEQ, 1974) associé au programme-cadre: elle renvoie au fait de « traduire une situation en termes mathématiques (par des relations numériques, par des graphiques, par des figures géométriques, etc), puisà faire des calculs ou des raisonnements sur les données mathématiques obtenues, pour enfin appliquer les conclusions ou les résultats obtenusà la situation initiale » (MEQ, 1974, p. 27). Notons que le terme « problème » n'est pas utilisé dans cet objectif mais bien celui de situation, rejoignant les observations faites par Artigue et Houdement (2007) dans le contexte français.…”

Section: Place Et Rôles Attribuésà La Résolution De Problèmesunclassified

“…Le mot problème est en effet associéà celui de situation, pas dans le sens de situation telle qu'elle sera développée par les didacticiens (Brousseau, 1983) mais dans le sens de situation pédagogique servant en quelque sorteà motiver l'introduction de concepts, propriétés mathématiques ou l'exploration de faits mathématiques. Nos analyses rejoignent dans ce cas celles conduites par Artigue et Houdement (2007) sur la résolution de problèmes en France dans les années 70.…”

Section: Ce Qui Se Dégage De Manière Transversale De Cette Analyseunclassified

Évolution de la résolution de problèmes en enseignement des mathématiques au Québec: un parcours sur cent ans des programmes et documents pédagogiques

Lajoie

Bednarz

2012

Canadian Journal of Science, Mathematics and Technology Educati

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“…Nonetheless, 'didactics' can be a useful concept, for example, in Portugal, where 'pedagogic and didactic competencies' in 'performance ' (European Commission, 2007, p. 6), are requirements for student teachers in terms of obtaining a professional qualification. A related field in another national context is the French didactique, which from the late 1960s onwards, was closely associated with the policies and ambitions of the Ministry of Education aimed at improving the quality of teaching in specific and different (school) subjects (Caillot, 2007;Artigue & Houdement, 2007). The popularity of Didaktik as a growing and diverse international research field is indicated in an EERJ special issue on the topic in 2007.…”

Section: Teacher Education and Research In Swedenmentioning

confidence: 99%

The Process of Finding a Shape: Stabilising New Research Structures in Swedish Teacher Education, 2000–2007

Arreman

2008

European Educational Research Journal

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This article explores the development and effects of Swedish postwar policies on the emergence of a research base for teacher education. From 2001 onwards, it is possible to undertake research and postgraduate studies within teacher education in Sweden, which prior to the 2001 reform was not possible. The article draws on a variety of frameworks to explore relationships between various parts of teacher education and also more widely in the university. These include relations of power, discourse and gender based on the theoretical perspectives of Bourdieu, Foucault, Sarfatti Larson and Connell among others. Policy documents relating to teacher education and research into national, regional and local perspectives were used to explore institutional history, structures and research development in teacher education from 1946 to the present time. For a micro-level perspective, an interview study was also carried out between 2000 and 2002 with teacher educators and senior managers who from the late 1940s were responsible for teacher education programmes, in and around Umeå, in northern Sweden. A further complementary interview study was carried out with teacher educators and union representatives between 2005 and 2007. The extended study reveals the emergence of new research areas in teacher education as a multilayered process involving a variety of actors at different levels at Umeå University and elsewhere. The aim of the article is to explore the implications of the new research structures for teacher education in Sweden and also to contribute to current cross-national discourses on the need to establish a research base for teacher education.

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Problem solving in France: didactic and curricular perspectives

Cited by 26 publications

References 2 publications

Didactic Situations and Didactical Engineering in university mathematics: cases from the study of Calculus and proof

Didactic Situations and Didactical Engineering in university mathematics: cases from the study of Calculus and proof

Évolution de la résolution de problèmes en enseignement des mathématiques au Québec: un parcours sur cent ans des programmes et documents pédagogiques

The Process of Finding a Shape: Stabilising New Research Structures in Swedish Teacher Education, 2000–2007

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