L'enseignement du sens spatial au secondaire : Analyse de deux leons de troisime secondaire

摘要

This article discusses the teaching of spatial knowledge in the third year of secondary school. In particular, our research compares the teaching of this knowledge in a school setting (mathematics class) with that occurring in a sports setting (figure skating). To this end, a first lesson developed on the basis of a teaching approach drawing on sports as well as a second, more conventional lesson were prepared, trialed and analyzed. An analysis of the lessons highlights differences between the two approaches in terms of the tasks requested by the teacher (i.e., description, observation, anticipation, etc.), the way questions were framed, the knowledge that was targeted (spatial versus geometric), and the role played by actions (concrete versus interiorized). This comparison brings out the characteristics of an approach conducive to the teaching of spatial knowledge in mathematics classes.