Former les futurs enseignants de mathématiques du secondaire gabonais à l'articulation visualisation-raisonnements en géométrie
|Abstract:||The preparation of Gabonese teachers in secondary school to take into account the errors of students in geometry led us to question their pre-service training. This questioning has led to design and experiment a pre-service training in geometry teaching based on connection between visualization and reasoning. This research aims to study relationships to knowledge of pre-service teachers during this training. To achieve this goal we are based on several frameworks. Thus, these pre-service teachers's relationships to knowledge have been apprehended through two perspectives: relationships to learn and relationships to teach (Caillot, 2014). In these two perspectives, we have added three dimensions: identity, social and epistemic (Charlot et al., 1992). We chose to apprehend the dimensions of identity and social through the Dialectic Tool-Object (Douady, 1986) and the epistemic dimension using visualization-reasoning articulation model inspired by Duval (2005). The relationships to knowledge of pre-service teachers emerging during the training were later explained by the interactions between the three epistemological stances they adopted (DeBlois et Squalli, 2002). These explanations were based on the model of DeBlois (2012). Our methodology focused on a formative experiment (Steffe et D’Ambrosio, 1996). Thus, relationships to knowledge of five pre-service teachers were studied during the different components of the training. It has been possible to highlight the fact that pre-service teachers are illustrated at the beginning of training by heuristic or formal relationships to knowledge. Heuristic relationships are characterized by a concern for visualization, while formal relationships show a concern for deductive reasoning. The thesis also shows that the training has led to the emergence of pragmatic relationships to knowledge. These relationships to knowledge are characterized by a greater concern for the connection of visualization-reasoning and promote the taking into account of pupils’ errors based on this connection. The heuristic and formal relationships are explained by a tension between former-pupil stance and student stance, which resulted in advantage of the first. Pragmatic relationships to knowledge seems result from a synergy between student stance and teacher stance.|
|Document Type:||Thèse de doctorat|
|Open Access Date:||17 May 2019|
|Collection:||Thèses et mémoires|
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