Jeu et apprentissages mathématiques : élaboration du concept de contrat didactique et ludique en contexte d'animation scientifique

Abstract : The link between playing and learning mathematics is the core of the didactical problematic of this thesis. Based on my solid experience in the context of vulgarization of science, I elaborate a field of research and action in the context of summer camps. With the theory of didactical situations (Guy Brousseau, 1998) and the methodology of Didactic Engineering (Michèle Artigue, 1990), I conceive and experiment mathematical games, in relationship with the historic study of " Récréations mathématiques et physiques " (1694) from Jacques Ozanam (1640-1718). I put in evidence that there is a ludic dimension in the theory of didactical situations. Consequently, I defend the thesis that this theory can take in charge the ludic aspects when studying the interactions between the educator and the children, and creating ludic and didactic situations. That's why I construct the concept of didactic and ludic contract, based on the concept of "didactic contract", from the theory of didactical situations (Brousseau, 1998), and the concept of "ludic contract" from the philosopher Colas Duflo (1997).
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https://tel.archives-ouvertes.fr/tel-00665076
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Submitted on : Wednesday, February 1, 2012 - 11:03:10 AM
Last modification on : Tuesday, September 17, 2019 - 9:45:17 AM
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Nicolas Pelay. Jeu et apprentissages mathématiques : élaboration du concept de contrat didactique et ludique en contexte d'animation scientifique. Education. Université Claude Bernard - Lyon I, 2011. Français. ⟨tel-00665076⟩

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