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Communication Dans Un Congrès Année : 2015

Analysis of teachers' practices: The case of fraction teaching at the end of primary school in France

Résumé

My study deals with Institutionalization Process in French primary school. Institutionalization Process (IP) is defined in the Theory of Didactical Situations (TSD) as a process enabling to decontextualize and depersonalize knowledge. I focused both on what decontextualizing and depersonalizing imply in teachers' actions and on knowledge exposure, proposed by teachers. I particularly focused on fraction teaching at the end of primary school. My methodology allowed me to collect everything that is said diffused about fractions.
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Dates et versions

hal-01289712 , version 1 (17-03-2016)

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  • HAL Id : hal-01289712 , version 1

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Cécile Allard. Analysis of teachers' practices: The case of fraction teaching at the end of primary school in France. CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.2975-2981. ⟨hal-01289712⟩
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