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Problem Solving in France: Research and Curricular Perspectives

Abstract : In this paper, we address the issue of problem solving in France through two different and complementary approaches, looking both at didactic research and at curricular choices. These two approaches correspond to two different, but not independent perspectives on problem solving and we investigate the existing links between them. We show that in both didactic research and curricular choices, the solving of problems is given a central role in France, but that problem solving, as generally understood, is an object of controversial positions, and we try to elucidate the rationale behind such positions. This paper is structured in two main parts: the first devoted to didactic research, the second to curricula. In the last discussion part, we question didactic research and curricula as regards their potential for influencing the reality of problem solving in classroom practices.
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Contributor : Catherine Houdement <>
Submitted on : Tuesday, May 11, 2021 - 3:22:22 PM
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Artigue Michèle, Catherine Houdement. Problem Solving in France: Research and Curricular Perspectives. Zentralblatt für Didaktik der Mathematik, 2007, 39 (5-6), pp.365-382. ⟨10.1007/s11858-007-0048-x⟩. ⟨hal-03198382⟩



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