L’analyse a priori, un outil pour « penser » les ajustements didactiques en classe de mathématiques ?
In this article, we propose to show how a priori analysis, a methodological tool shared in mathematics didactics research, can contribute to "thinking" adjustment in the study of teaching practices and their impact on learning. After a brief review of the two notions of a priori analysis a...
| Main Authors: | , |
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| Format: | Article |
| Language: | fra |
| Published: |
Presses universitaires de la Méditerranée
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| Series: | Éducation et Socialisation |
| Subjects: | |
| Online Access: | https://journals.openedition.org/edso/21439 |