UNE ETUDE DIDACTIQUE DE LA MEMOIRE DANS L'ENSEIGNEMENT DES MATHEMATIQUES AU COLLEGE ET AU LYCEE. QUELQUES EXEMPLES.

摘要

This thesis analyzes the manifestations of memory in the study of mathematics. The hypothesis worked on is as follows : " memory in mathematics belongs to organizations, institutions, and fields of knowledge ". The thesis thus situates itself within an anthropological approach and bases itself on the analysis of study activity conducted by students and supervised by teachers. That proposed is a model of memory articulated into three expressions : memory of knowledge, practical memory, and ostensive memory. The observations of students grappling with the study - both in and out of the classroom - show the articulations of these three expressions and the effects of the didactical decisions made by the teacher. They are completed by the analysis of the production of disciplines relative to the beginnings of differential and integral calculus, namely in certain works by Newton, Liebniz, Euler, and Lagrange. Also studied is the mnemonic dimension in mathematical practice as described by Descartes, so as to analyze in what way mathematical knowledge and its practice are bearers of memory, and what historical choices were made to meet this condition. In the last part, exemplified by the overview of a completed didactical engineering, the thesis proposes a way in which the students' personal work on practical memory might be supervised in the classroom by the teacher, and not left entirely up to the students.