Co-concevoir avec des enseignants un environnement numérique en mathématiques pour le rendre affordant

Abstract

This research focuses on the stakes and limits of a co-conception with teachers, of a digital environment in mathematics, to promote the perception of its potentialities, or affordances. Based on the explanatory interview by Vermersch (1994) and the praxeological analysis by Morineau (2010), for the video capitation of a same training session, analyses show the relevance of this co-conception, which allows to identify socio-cultural invariants in the prescribed state. These invariants then, foster the discovery of some common affordances between co-designer teachers and test teachers, but also specific affordances. However, the lack of effectiveness of some affordances in situ, urges to reconsider the total relevance of the mediation of the numeric environment for this training mathematics session.

Keywords

• affordance
• numeric
• co-conception
• teacher
• mathematics
• mediation