Les pratiques ostensives comme travail de construction d'une mémoire officielle de la classe dans l'action enseignante
Bibliographic Data
| ID | 8097841 |
|---|---|
| Authors | Yves Matheron (0000-0002-6618-6472, corresponding author), Marie-Hélène Salin |
| Year | 2002 |
| Volume | 141 |
| Issue | 1 |
| Pages | 57-66 |
| Publication date | 2002-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Revue française de pédagogie (JOURNAL) |
| Journal identifiers | ISSN: 0556-7807 • E-ISSN: 2105-2913 |
| Publisher | PERSEE Program (PUBLISHER) |
| DOI | 10.3406/rfp.2002.2915 |
| OpenAlex | W2018664744 |
| Language | FR |
| Citations received | 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
| Citations per year | 0.22 |
|---|---|
| Citation span | 2008 - 2022 (15) |
| Highly cited | No |