Modélisation mathématique et gestion administrative

摘要

This article discusses the relationship between mathematical models and administrative action in the French educational system. It shows how mathematics can clarify questions related to the distribution of resources, the movement of personnel, the organisation of examinations, etc; but also how the excessive use of relevant models can be harmful. Finally, it looks at how the number of hours taught have evolved over several decades, which has significantly changed pupils’ lives without there being any assessment of the consequences of the reforms. From these examples can be derived a portrait of the mathematician who tries to gain a better understanding of society, for whom Marc Barbut must be a model.