Mesurer l'écart entre une analyse a priori et la
contingence en didactique.

Abstract : In Mathematics Education, but generally in human sciences, numerous research use
qualitative analyses to falsify the formulated a priori hypotheses experimentally. Such a
methodological approach, applied to an investigation, proves to be the most often insufficient
to analyze all variables in game in contingent phenomena of teaching / training, even though
in some cases (punctual analysis of protocols, of videos, etc.), it permits to discover some
interesting relations. But if the number of pupils becomes too voluminous, the qualitative
analysis doesn't succeed anymore in extracting all relations existing between the variables in
game. A quantitative analysis on a statistical basis will impose itself and will be completed
by a qualitative analysis, indispensable to a contextual interpretation. This communication
aims to present a measure permitting to confront statistically, the analysis a priori and
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Contributor : Jean-Claude Regnier <>
Submitted on : Tuesday, June 16, 2009 - 6:36:03 PM
Last modification on : Friday, June 14, 2019 - 1:20:54 AM


  • HAL Id : halshs-00396035, version 1


Filippo Spagnolo, Régis Gras, Jean-Claude Regnier. Mesurer l'écart entre une analyse a priori et la
contingence en didactique.. Régis Gras; Jean-Claude Régnier; Fabrice Guillet. Analyse statistique implicative: Une méthode d'analyse de données pour la recherche de causalités., Éditions Cépaduès, pp.165 -171, 2009, RNTI-E-16. ⟨halshs-00396035⟩



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