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DE L’ETUDE DE PRATIQUES ENSEIGNANTES EN GEOMETRIE AUX POSSIBILITES D’ENRICHISSEMENT DE CES PRATIQUES : FOCALE SUR L’EXERCICE DE LA VIGILANCE DIDACTIQUE

Abstract : This follow-up paper comes from a workshop focusing on different practical ways of teaching geometry at the primary school level. In part 1, we use some pieces from a corpus of data videos, elicitation interviews (Boutrais-Ferrero, 2015, Vermersch, 1994) to investigate how the teacher exercises her didactic vigilance (Charles-Pézard, 2010) when preparing her teaching sequence. Then (part 2), we identify needs that must be addressed in training as well as when designing a resource. In part 3, we present a Role-Play activity used in geometry teacher training involving the physical manipulation of materials (e.g, the folding of paper). Although this activity may appeal to teachers, it may not necessarily allow them to grasp the pedagogical implications of the mathematical knowledge at stake (Guille-Biel Winder, 2014). Lastly, in part 4, choices are made explicit concerning the design process of a resource used for geometry teaching in late elementary school (Mangiante-Orsola and Perrin-Glorian, 2016). Then we study the resource itself by analyzing a teaching situation from this resource as well as the indications given about the professional gestures to be implemented (Mangiante-Orsola, 2012).
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https://hal-amu.archives-ouvertes.fr/hal-02458750
Contributor : Claire Guille-Biel Winder <>
Submitted on : Tuesday, January 28, 2020 - 9:35:45 PM
Last modification on : Tuesday, October 20, 2020 - 3:11:11 AM
Long-term archiving on: : Wednesday, April 29, 2020 - 5:39:43 PM

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  • HAL Id : hal-02458750, version 1

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Cécile Allard, Claire Guille-Biel Winder, Christine Mangiante-Orsola. DE L’ETUDE DE PRATIQUES ENSEIGNANTES EN GEOMETRIE AUX POSSIBILITES D’ENRICHISSEMENT DE CES PRATIQUES : FOCALE SUR L’EXERCICE DE LA VIGILANCE DIDACTIQUE. 19ème école d'été de didactique des mathématiques, Aug 2017, Paris, France. ⟨hal-02458750⟩

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