Understanding of the fundamentals of mathematics didactics and awareness of their stakes in the teaching of mathematics. Reinvestment of these notions through observations of class sessions and situation scenarios.
To bring out the initial conceptions of future teachers in relation to the teaching of mathematics. To move these views towards a position consistent with research findings and the legal requirements for compulsory education.
In this course, students will be introduced to the basic concepts of mathematics didactics, in particular the theory of didactic situations, the phenomenon of the didactic contract and its consequences, the The different obstacles (epistemological, didactic, ontogenic...), the process of didactic transposition and its implications. ........................ These concepts will be brought to light through the discovery and confrontation of readings of writings in didactics of mathematics. The highlighting of these concepts will allow a critical look and an analysis of the depth of textbooks, curricula and teaching projects, as well as teaching sequences.
The assessment will consist of a reflection on exercises from the student's own discipline that could be imported into a mathematics course, from an interdisciplinary perspective.
Baruk S., "Si 7=0 - Quelles mathématiques pour l'école", Odile Jacob, Paris, 2004. Johsua S. - Dupin J.J., "Introduction à la didactique des sciences et des mathématiques", Presses Universitaires de France, Paris, 1993. Briand J. - Chevalier M.C., "Les enjeux didactiques dans l'enseignement des mathématiques", Hatier, Paris, 1995. Brousseau G., "Théorie des situations didactiques", La Pensée Sauvage, Grenoble, 1998.