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Impact des pratiques enseignantes sur la conceptualisation des droites et des plans dans l'espace : une étude de cas

Abstract : Our research focuses on the teaching of the lines and planes in space in Belgium. Research on this subject (Lebeau & Schneider, 2009; Cerclé, Chesnais, Gosselin, Leberre, & Nyssen, 2015; Maurel, 2001) has highlighted recurrent difficulties among students. However, few works on the teaching of these contents deal with the impact of practices teachers have on students' conceptualization. In a context where new official documents have been implemented since 2018, our work aims at a detailed analysis of teaching practices in order to study the links between teaching and learning for these contents. One of our objectives is to propose alternatives that would make it possible to overcome some of the difficulties identified among students. Based on cognitive studies (student difficulties), historical and epistemological studies (specificities of concepts) and curricular studies (programs and textbooks), we have highlighted (in the sense of Pariès, Pouyanne, Robert, Roditi & Rogalski, 2007) the concepts to be taught. This first part of the work constitutes our reference for future didactic analyses. Our questioning of the impact of teaching practices on student learning leads us to study student activities in the classroom in relation to the teachers' discourse. Our choice of theoretical framework is that of the dual didactic and ergonomic approach of teaching practices (Robert & Rogalski, 2002), derived from activity theory and contextualized to the teaching of mathematics (Vandebrouck, 2008). Our methodology is based on a study in which five teachers and their fifth grade students are involved. To study the teachers' discourse during moments of knowledge exposure (in the sense of Bridoux, Grenier-Boley, Hache, & Robert, 2016), we used the proximity tool (Robert & Vandebrouck, 2014). The study of procedural and constructive aids (in the sense of Pariès, Robert, & Rogalski, 2008) provided by the teachers made it possible to analyze their discourse during the exercise phases. This second part of our work shows that the choices made by the teachers in terms of content and processes have an impact on the students' activities. It also allowed us to highlight levers to give more meaning to the notions in the students, such as, for example, the geometric interpretation of objects from equations and sets of points (Nihoul, 2018) and the articulation of cartesian and parametric points of view (Alves-Dias, 1998). In the last part of the research, we developed and experimented a scenario for analytic geometry in space. This is in line with current secondary school curricula and integrates several didactic approaches, derived from previous analyses, that are likely to promote student learning. The analysis of the classroom processes and the corresponding evaluations make it possible to characterize the possible learning of the students following our scenario and to compare them to those potentially developed for a regular teaching scenario.
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Contributor : Céline Nihoul <>
Submitted on : Thursday, January 28, 2021 - 2:38:51 PM
Last modification on : Tuesday, February 9, 2021 - 7:31:12 PM


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  • HAL Id : tel-03122571, version 1


Céline Nihoul. Impact des pratiques enseignantes sur la conceptualisation des droites et des plans dans l'espace : une étude de cas. Education. UMONS, 2021. Français. ⟨tel-03122571⟩



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