Article
French
ID: <
10.4000/educationdidactique.1471>
·
DOI: <
10.4000/educationdidactique.1471>
Abstract
Considering the evolution of mathematics curriculum towards a teaching of the practices of modelling and inquiry-based education, we are interested about the conditions and constraints of their diffusion at primary school. This question is approached through the observation of spontaneous praxeologies of a teacher in an ordinary class. The analysis is performed in the framework of the Anthropological Theory of the Didactic, in particular the model of the process of modelling proposed by Chevallard (1989) questioned by the concept of problematization of Orange (2005). Beyond the needs for knowledge relating to mathematical modelling, this study illustrates the need for implementing specific didactic praxeologies about inquiry-based education. Praxeologies which reveal the universality of knowledge out of the contingency of technics used to resolve a particular problem from the reality.