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Du rapport entre temps didactique et temps praxéologique dans des dispositifs d’aide associés à une classe.

Abstract : Most of the support systems for students with difficulties in mathematical problem solving take place after regular work in the classroom. Studies have shown that there is no progress in didactic time with these types of systems. In our study, we are more interested in the types of systems that take place before the mathematical problem solving in the classroom, and that refocuses the question of time. From a number of indicators, the chronogenetic analyses of four types of these systems show that there is no progress in didactic time with them either, instead, another temporality is quite present. We propose to call ‘praxeological time’ the time of the evolution of at least one of the components of a praxeology. We will then show the examples of the progress of praxeological time and how it functions in synchronizing students participating in these systems with the didactic time in the classroom.
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Submitted on : Wednesday, June 26, 2019 - 11:18:35 AM
Last modification on : Wednesday, October 14, 2020 - 3:09:06 AM

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Teresa Assude, Karine Millon-Fauré, Jeanne Koudogbo, Marie-Pier Morin, Jeannette Tambone, et al.. Du rapport entre temps didactique et temps praxéologique dans des dispositifs d’aide associés à une classe.. Recherches en Didactique des Mathematiques, La Pensee Sauvage, 2016, 36 (2), pp.197-230. ⟨hal-01443729⟩

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