The scope of techniques: a fundamental concept for curriculum analysis

Abstract: In the Anthropological Theory of Didactics, the notion of the scope of techniques was introduced at the beginning in the praxeological model (Chevallard, 1999) but little used in research work. Based on this notion we introduce three types of scope (theoretical, pragmatic and institutional) and the notion of competition between techniques (Kaspary et al., 2020).

We will illustrate an example of exploitation of these notions to illustrate analysis of a curriculum but from a dynamic point of view. For us, understanding the dynamics of a curriculum makes it possible to understand the difficulties and certain errors in the practices of both students and teachers subject to this curriculum. For this, we rely on a case study: the equations of the second degree in France.

References

Chevallard, Y. (1999) L’analyse des pratiques enseignantes en théorie anthropologique du didactique. Recherches en didactique de mathématiques, 19 (2). Grenoble : La Pensée Sauvage. 221-265.

Kaspary, D., Chaachoua, H., Bessot, A. (2020) Qu’apporte la notion de portée d’une technique à l’étude de la dynamique praxéologique ? Annales de didactique et sciences cognitives. To appear in no. 25.

Online participants:

Contact Carl (winslow@ind.ku.dk) 2-3 days before, to get the zoom link.

mathematics education

Audience: researchers in the topic

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University of Copenhagen DidMat-seminar

Series comments: The seminars are arranged by the research group concerned about didactics of mathematics at the Department of Science Education, University of Copenhagen, and consists of invited guests and local researchers.

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