Les pratiques ostensives comme travail de construction d'une mémoire officielle de la classe dans l'action enseignante
Dados Bibliográficos
| ID | 8097841 |
|---|---|
| Autores | Yves Matheron (0000-0002-6618-6472, autor correspondente), Marie-Hélène Salin |
| Ano | 2002 |
| Volume | 141 |
| Fascículo | 1 |
| Páginas | 57-66 |
| Data de publicação | 2002-01-01 |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | Revue française de pédagogie (JOURNAL) |
| Identificadores do periódico | ISSN: 0556-7807 • E-ISSN: 2105-2913 |
| Editora | PERSEE Program (PUBLISHER) |
| DOI | 10.3406/rfp.2002.2915 |
| OpenAlex | W2018664744 |
| Idioma | FR |
| Citações recebidas | 4 |
Ostensive practices in the teaching of mathematics inspire many controversies : while Aebli - a psychologist - (1951), some researchers in educational sciences (like Altet, 1994) and some didacti- cians (like Rtsimba-Rajohn, 1992) criticized them, they are presently studied in the context of the "Theory of didactic situations" which tries to explain their persistence and in the context of the "Anthropological theory of didactics" which tries to describe their functions and the means they use. After defining the expression "ostensive practices", the article presents some results showing the balance between "ostension" ana "memory" and the influence of this balance on the teaching processus. In the conclusion a starting point is suggested, to carry on the analysis of the didactics of other fields of knowledge in a comparative perspective
Balance (ability · Context (archaeology · Epistemology · Geography · Humanities · Ostensive definition · Sociology · Education, sociology, and vocational training · French Language Learning Methods · Mathematics Education and Teaching Techniques · Psychology · Philosophy
| Citações por ano | 0,22 |
|---|---|
| Intervalo de citações | 2008 - 2022 (15) |
| Altamente citado | Não |