Didactic Praxeologies Taking into Consideration the Collective Dimension of the Question’s Study Through Investigation When Implementing Mathematics’ Study and Research Paths in French Secondary Schools

Abstract

I will present some results from my doctoral work which concerns the study of the conditions and constraints determining teaching practices when implementing mathematics’ study and research paths in French secondary schools during the 2013–2015 period (Bernad 2017). In the framework of this inquiry, I highlight elements of a teacher’s praxeological equipment that are useful for the achievement of the project to implement such a study and research path (SRP). I will focus on underlining how the study of didactic praxeologies activated by a teacher has led me to make the hypothesis that he achieves to extract the collective class from the paradigm of visiting works in order to fall within a paradigm of study through research. It will also show these analyses have led me to think that the praxologies’ model and the individual-collective dialectics, media-milieu dialectics, questions-answers dialectics are relevant tools for thinking about the teacher’s role, and the anticipation of his decisions in the setting up of closed SRP.