Analyse interactionnelle et didactique de séquences de classe en mathématiques : la résolution de problème

Abstract : In the studies concerning the activities of class, analyses are interested in the speeches and in the productions of the diverse components of the didactics system. But, as said it Comiti(2003), “to restrict itself to these written or oral productions cannot be enough when we are interested in the interactions between the teacher, the pupil and the knowledge stake in the learning. “To do it, Vinatier, (2007:36) thinks that the researcher will have to reach with the aid of the analysis “the organizers of the interlocutoire activity of a teacher with for it” to clear abstract structures mobilized in the verbal communication”. The study of the sequence of resolution of dioula-french bilingual problem of 3rd year was led around two poles of reflection: linguistics functions and didactic interactions. The interactions constitute the common denominator to these axes of reflection because being used as link between the teacher and the pupil in the process of teaching/training. On the linguistic level, once more, the contribution of L1 as facilitator of the acquisition of L2 was shown. At the didactic level, the various types of interactions which marked out the sequence should have led the sequence to a better exit.
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Oumar Lingani. Analyse interactionnelle et didactique de séquences de classe en mathématiques : la résolution de problème. Recherches Africaines, 2014. ⟨halshs-01476538⟩

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