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Ingénierie d'intégration des TIC dans l'enseignement du concept de continuité dans le cycle secondaire tunisien

Abstract : The definition of the continuity of functions at a given point, as well as the concept of continuity, remains a major difficulty in teaching and learning analysis. It presents FUG aspects in the sense of Robert (1982) so it must be introduced with particular attention to the mediations and the role of the teacher. In this thesis, we propose a didactic engineering (in the sense of M. Artigue) integrating TICE, which takes into account the potentialities of the computer tool and the specificities of the notion studied. It is based on a software application whose design takes into account the study of relief (epistemological, didactic and curricular) on the notion of continuity that we lead at the beginning of this research. As a result, selected activities are proposed in a thoughtful way and based on previous work related to our research topic, such as those of Robert (1982) (band engineering) and those of Tall and Vinner (palette of functions). These activities involve different frameworks and registers, with reference to Douady (1986) and Duval (1996), and they respect a certain level of conceptualization aimed at, as well as the associated field of work, which are specified at the study of the issue of the relief on the notion of continuity. These activities are a support for introducing the different definitions (kinematic and formal) of this new concept, through the tasks proposed in the software. They are supplemented by pencil paper tasks, which also allow to work the dialectic "Tool / Object" for the implementation of the formalized definition. The experimental phase of our engineering, which is preceded by a priori study of the tasks proposed by the software, is done through the realization of the three teaching and learning sessions on the introduction of the notion of continuity in three third-grade classes (scientific math and science sections) and a regular session declared useful in the evaluation of our engineering. In addition to the data collected at the end of this experiment (students' traces of the software, video recordings of the four sessions), a post-test based on a few paper-and-pencil exercises involving the expected level of conceptualization is proposed to two groups of students (one of whom took advantage of sessions with the software). We placed ourselves in the framework of the theory of activity developed at the LDAR by Robert, Rogalski and more recently Vandebrouck, based on the works of Piaget, Vergnaud on the one hand - reference to conceptualization in action - and Vygotsky on the other hand - the importance of mediations and the ZPD in conceptualization. This importance of ZPD and mediations at the level of conceptualization is due to the FUG aspects of the definition of continuity. This theoretical framework, which led to the design of the technological tool, touches on most of the aspects we consider important for the conceptualization of continuity (with simple and / or complex tasks, processing, organization and recognitions, and opportunities for procedural or constructive mediation). A posteriori analysis of the collected data allowed us to conclude that the software seems to be a good support for proximities (descending, ascending and horizontal) for the construction of students' sense of mathematical concepts (continuity, image of a interval by a function ...), it offers for the teacher, the possibility to put more value in the formalism (symbols and words), including with intermediate, transitory formulations (by horizontal proximities) as well as knowledge in logic.
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https://tel.archives-ouvertes.fr/tel-03026149
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Submitted on : Thursday, November 26, 2020 - 3:32:08 PM
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Salem Béchir Sghaier. Ingénierie d'intégration des TIC dans l'enseignement du concept de continuité dans le cycle secondaire tunisien. Linguistique. Université Sorbonne Paris Cité; Université de Tunis El Manar, 2019. Français. ⟨NNT : 2019USPCC082⟩. ⟨tel-03026149⟩

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