Macro-Situation and Numerical Knowledge Building: The Role of Pupils’ Didactic Memory in Classroom Interactions

Abstract

This paper is based on a long-term didactic engineering about division problems (only in a numerical setting) at primary school. Situations and students' work are analyzed by means of a double theoretical framework: the theory of situations and the theory of conceptual fields (Vergnaud 1991). The analysis focuses mainly on classroom interactions and on the didactic memory from both the teacher perspective and the learner perspective: in particular, it not only investigates how didactic memory is managed by the teacher, but also how students recall past events or reread those events in a-didactic situations.

Using the Calculator as a Support to Generate a Meaning for Self-learning Division

“…Solé (1999) considered that students tend to autonomy, if, among other features, they know the criteria by which they will assess and adjust their activities. Therefore, the portfolio was included so that students valued the learning as a means of self-assessment (Aebli, 1991;Danielson & Abrutyn, 2000), which gave meaning to the progress made by the students as their own views and opinions of others when participating in pairs or on the board, besides than the one that was given as a group during the debate, based on the written in his/her diary (Flückiger, 2005).…”

Quel débat pour quel objet d’enseignement? Croisement de deux études en français et mathématiques1

“…En effet, en tant qu'activité collective gérée par l'enseignant, un débat permet l'émergence de faits de mémoire. Cette mémoire didactique des élèves n'est pas la simple collection des rappels qu'ils initient sur la base de leur mémoire personnelle (Flückiger 2005), elle est transformée par la situation de débat qui médiatise l'enjeu de savoir, pour autant bien sûr, que cette situation soit gérée de façon pertinente.…”

Formation au travail de l’erreur et didactique des mathématiques

“…«Doter un organisme d'une mémoire lui permet de surseoir à certaines décisions sans perdre l'information susceptible de l'influencer et ainsi de ramener à l'intérieur de ses capacités de traitement des conditions qui auraient tendance à en sortir» (Brousseau & Centeno, 1991, p. 199). Ces derniers ont alors travaillé la mémoire didactique de l'enseignant, la dimension propre au soussystème élève a été travaillée plus tardivement (Flückiger & Mercier 2002, Flückiger 2005.…”