Environnements Informatisés et Mathématiques: quels usages pour quels apprentissages?

ISSN： 0013-1954

Source： Educational Studies in Mathematics, Vol.55, Iss.1-3, 2004-01, pp. : 181-197

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Abstract

Mathematics, seen as a model ofpure science, often conveys the image of ascience constructing itself in quite poortechnological environments; it nevertheless develops byelaborating (and by exploiting) powerfulmaterial and symbolic tools. Actuallymathematics teaching is closer to thisimage of mathematics than tomathematical practice: its goal seems totransmit a form of culture rather thanefficient computation tools and theoreticalmeans of their control (Kahane, 2002). Thissituation is viable if the tools can beheld at distance, outside the classroom; itis no longer viable when computation tools(essentially calculators) are imported bystudents themselves inside the classroomand integrated into their mathematicalpractice. Thus established conflict betweenthe social legitimacy of these tools andtheir school illegitimacy (Chevallard, 1992)deeply destabilises mathematics teachingitself.We present here a general framework tothink about the integration of the tools inthe teaching and learning of mathematics.More precisely, we propose:1. A theoretical approach, which allows us to understand the influence of tools on human activity and in particular on professional and school education processes;2. An analysis of computerized learning environments, which shows the importance of students’ control of their own activity;3. Some elements that help to think about the temporal and spatial organization of study in such environments and to guide students’ activity;4. A reflection about the conception of pedagogical resources, which is all the more necessary if one wants to facilitate an evolution of teachers’ practices.