Implementation in Class of a Theory Stemming From a Research： A Question of Didactical Transposition  

作　　者：Christine Del Notaro 

机构地区：[1]University of Geneva, Geneva, Switzerland

出　　处：《US-China Education Review(B)》2014年第10期730-739,共10页美中教育评论（B）

摘　　要：This article aims to point out some results of the implementation of a theory stemming from a research in mathematics education, and its contributions and limitations are going to be discussed. A future primary teacher in his master＇s year at the University of Geneva decided to try to implement the notion of ＂sets of tasks＂ （＂jeux de taches＂） developed in the author＇s Ph.D. dissertation. That concept describes the experimenter as an element of the ＂milieu＂, who involves his/her own knowledge to interact with pupils. After describing the notion of ＂sets of tasks＂ and its origins, a definition will be given. The main idea to retain is the fact that the exploration of the milieu by the experimenter will interact with the exploration done by the pupils. This will demonstrate that this interaction is an interaction of knowledge. The research methodology is also going to be presented, as well as certain effects of the didactical transposition which permitted to analyze interpretation the student has made. This study is going to show how the transposition of a theory in class transforms and makes the knowledge evolve. As a conclusion, it is mentioned that although the exercise was quite successful in some aspects, there should be a discussion about the effects of the transposition to understand the evolution of the knowledge. It is certainly not easy to define this point, but some elements of thinking are going to be proposed.

关 键 词：teacher education didactics of mathematics sets of tasks （jeux de t^ches） interaction of knowledge 1 l-12-year-old pupils experience 

分 类 号：O177.1[理学—数学] O1-4[理学—基础数学]