Fragkiskos Kalavasis

Quelque 650 stagiaires ont ete interroges au debut de leur session d'information aux nouvelles technologies. Seuls 10 % des stagiaires, mathematiciens ou physiciens, ont, sur ces technologies, des connaissances precises ; mais presque tous, quel que soit leur niveau, envisagent tres favorablement une utilisation pedagogique de la machine

This study examines the conditions in which the informal cognition children acquire through their every day experience is a suitable didactical context, in relation to the cultural particularities of the student group and its participation in the school. More specifically, an experiment was conducted to examine whether the informal cognition Romany children acquire through the money dealings in which they are involved, could be a working didactical context for teaching mathematics in a first grade education. It seems that the use of this context leads to the improvement in math education of this particular cultural group only if we use in the classroom very concrete money units. The results are different when we keep the context - money dealings - but we use money units unfamiliar to them, as units of small value are. A comparative study shows that this context is an ineffective one when the student group has not the same cultural particularities and school behavior.

Students’ beliefs about their own role, the role of their classmates and the teacher’s role influence the way that the members of a mathematics classroom interact among them. The stabilization of concrete behavior by the participants in a mathematics classroom obstacles the development of a productive cooperation in mathematics. In this paper we tried to investigate the opportunities that the role playing offers to the development of students’ metadiscursive reflection in mathematics. Role playing allowed the focus of students’ reflection on the evolution of their cooperation in mathematics. Also, it helped them to reflect on their beliefs concerning the role of cooperation in mathematics learning.

In this chapter, we adopt a systemic approach to the phenomenology of the emergent ‘connected’ mathematics classroom, in order to investigate the views of primary school teachers, principals and school advisors about mathematics and social network sites (SNS) across and within two interrelated systems: the scientific disciplines and the school unit (including the symbolic/normative level, pragmatic representations of the school practices, and the personal desired/intentioned actions). This inter-systemic, tri-focussed perspective allows the meaningful re-approach of the emergent classroom and is operationalised with a questionnaire, which constitutes a pragmatic diagnostic-hermeneutic-research tool informing the decision-making of educators and policy makers.

In this chapter, we adopt a systemic approach to the phenomenology of the emergent ‘connected’ mathematics classroom, in order to investigate the views of primary school teachers, principals and school advisors about mathematics and social network sites (SNS) across and within two interrelated systems: the scientific disciplines and the school unit (including the symbolic/normative level, pragmatic representations of the school practices, and the personal desired/intentioned actions). This inter-systemic, tri-focussed perspective allows the meaningful re-approach of the emergent classroom and is operationalised with a questionnaire, which constitutes a pragmatic diagnostic-hermeneutic-research tool informing the decision-making of educators and policy makers.