Etude du processus d'Institutionnalisation dans les pratiques de fin d'école primaire : le cas de l'enseignement des fractions.

摘要

The purpose of this research is to describe and analyze the process of institutionalization and especially moments of this process: the exhibitions of knowledge. These moments are supported by teachers whose practices will be studied.The theoretical framework is that of the dual approach and the theory of didactic situations. What does “expose knowledge” at school mean ? This study is longitudinal and compares the practices of four expert teachers. It characterizes what it means depersonalization and contextualization of knowledge.To understand the conceptualization of rational numbers, this research is based on the anglo-saxon approach different from the french one. This allows to obtain interesting results.The study of classroom sequences led to analyze the writings intended to institutionalize knowledge (eventually few) as well as the times when this occurs orally. The features exhibitions of knowledge are different. The explanation for these differences leads to new questions about teacher training and the training of their trainers.The results raise the question of the joint resource development (professors, trainers and researchers) on the knowledge of teachers and the taught mathematics. These results involve additional researches