Construire des significations dans et par le langage

Abstract : This article retains a theoretical perspective of building a knowledge object, in and through language activity, according to different processes described by Rebière (this volume). We tackle the study of three of these processes, in the context of mathematics teaching at primary school, with data coming from several research projects. The first section is concerned with the process of delimitating the domain, and study object, to foster the development of a distance, for the students, towards their current action. The second section presents changes, in the interpretative contexts, during the didactical discussions, to construct more scientific interpretations of the objects involved in action. The third one evidences the intrication between the language activity and the mathematical language practices.
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Contributor : Sophie Gobert <>
Submitted on : Monday, July 7, 2014 - 11:04:09 AM
Last modification on : Friday, June 14, 2019 - 1:23:32 AM


  • HAL Id : halshs-01019374, version 1


Sophie Gobert. Construire des significations dans et par le langage. Bronner A et alii. (Coord.). Questions vives en didactique des mathématiques : problèmes de la profession d'enseignant, rôle du langage., La Pensée Sauvage, pp.CDrom, 2013. ⟨halshs-01019374⟩



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