Les interactions maître-élèves dans l'en­seignement des mathématiques. Contribution à une approche anthropo-didactique des phénomènes d'enseignement

摘要

Which didactical functions are assumed by interactions between the teacher and pupils in mathematical teaching ? These interactions are in the present case approached as adaptations of modes of the teachers' action to two types of subservience : the first case, defined within anthropological limits, allows identification of a certain number of non-didactical conditions (the teachers' pedagogical conceptions, for instance) ; the second case, strictly didactical, permits the identification of the objective conditions of teaching. This two-way approach (anthropo-didactical) shows that the different forms of interaction can be explained as a result of the adequacy (or inadequacy) of these two types of subserviences ; therefore, a unique interactive form gives evidence of very different didactical intentions and generates varying cognitive effects according to the different didactical contexts.