Ghislaine Gueudet
Biographic Data
| ID | 3439267 |
|---|---|
| NAME | Ghislaine Gueudet |
| GIVEN NAMES | Ghislaine |
| FAMILY NAME | Gueudet |
| SIGNATURE | GUEUDET G |
| AFFILIATIONS | Centre de recherche sur l’éducation, les apprentissages et la didactique |
| ORCID | 0000-0002-2384-1385 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1971 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Supporting the Transition Between Mathematics and Physics in the First Year of University
Undergraduate science students face difficulties using mathematics in their physics courses. Choosing an institutional perspective, we consider that these students experience a permanent transition between mathematics in their mathematics courses and mathematics in their physics courses. We refer to the anthropological theory of the didactic and the notion of didactic contract to understand this transition. In France, the Maths4sciences digital r…
Investigating Teachers’ Work with Digital Resources. A Comparison Between the Teaching of Mathematics and English
The abundant digital resources on the Internet are leading to profound changes in teachers’ activity. We refer to the theoretical framework and methodology of the documentational approach to didactics to investigate these changes. We compare two case studies: an English teacher, and a mathematics teacher, both working in the same upper secondary school in France. We have observed significant use of digital resources in both cases, but of a differ…
Enseignement et apprentissage des mathématiques à l’école primaire dans un contexte bilingue breton-français
This article deals with teaching mathematics in Breton at primary school. We mainly refer to Adler’s research inviting to consider linguistic plurality not only as a difficulty, but also as a possible resource for mathematics teaching. Her work invites to focus on available material resources and on the way teachers use them. We study the characteristic features of Breton liable to constitute – or not – the language as a resource for mathematics …
Vers une typologie des dispositifs hybrides de formation en enseignement supérieur
Vers une typologie des dispositifs hybrides de formation en enseignement supérieurUne typologie des dispositifs hybrides R. Burton1 -S.Borruat2 -B
Du travail documentaire des enseignants
Nous étudions le travail documentaire des enseignants : collecter des ressources, les sélectionner, les transformer, les recomposer, les mettre en œuvre, les partager, les réviser... La documentation désigne simultanément ce travail et ce qu'il produit ; elle est au cœur de l'activité professionnelle des enseignants. Nous proposons une approche théorique pour l'étude de cette documentation, et introduisons en particulier la notion de genèse docum…
De L’Institution du Prince
Vers une typologie des dispositifs hybrides de formation en enseignement supérieur
Vers une typologie des dispositifs hybrides de formation en enseignement supérieurUne typologie des dispositifs hybrides R. Burton1 -S.Borruat2 -B
De L’Institution du Prince
Du travail documentaire des enseignants
Nous étudions le travail documentaire des enseignants : collecter des ressources, les sélectionner, les transformer, les recomposer, les mettre en œuvre, les partager, les réviser... La documentation désigne simultanément ce travail et ce qu'il produit ; elle est au cœur de l'activité professionnelle des enseignants. Nous proposons une approche théorique pour l'étude de cette documentation, et introduisons en particulier la notion de genèse docum…
Vers une typologie des dispositifs hybrides de formation en enseignement supérieur
Vers une typologie des dispositifs hybrides de formation en enseignement supérieurUne typologie des dispositifs hybrides R. Burton1 -S.Borruat2 -B
Enseignement et apprentissage des mathématiques à l’école primaire dans un contexte bilingue breton-français
This article deals with teaching mathematics in Breton at primary school. We mainly refer to Adler’s research inviting to consider linguistic plurality not only as a difficulty, but also as a possible resource for mathematics teaching. Her work invites to focus on available material resources and on the way teachers use them. We study the characteristic features of Breton liable to constitute – or not – the language as a resource for mathematics …
Investigating Teachers’ Work with Digital Resources. A Comparison Between the Teaching of Mathematics and English
The abundant digital resources on the Internet are leading to profound changes in teachers’ activity. We refer to the theoretical framework and methodology of the documentational approach to didactics to investigate these changes. We compare two case studies: an English teacher, and a mathematics teacher, both working in the same upper secondary school in France. We have observed significant use of digital resources in both cases, but of a differ…
Supporting the Transition Between Mathematics and Physics in the First Year of University
Undergraduate science students face difficulties using mathematics in their physics courses. Choosing an institutional perspective, we consider that these students experience a permanent transition between mathematics in their mathematics courses and mathematics in their physics courses. We refer to the anthropological theory of the didactic and the notion of didactic contract to understand this transition. In France, the Maths4sciences digital r…
Educational Tools and Methods (3 works) · Mathematics education (3 works) · Art (2 works) · Computer Science (2 works) · French Language Learning Methods (2 works) · Humanities (2 works) · Mathematics Education and Teaching Techniques (2 works) · Pedagogy (2 works) · Physics (2 works) · Political science (2 works)