A rereading of Gaël’s case
Prot, Frédérique Marie
A rereading of Gaël’s case - 2024.
86
This contribution proposes a rereading of one of the founding texts of didactics: Le cas de Gaël. The aim is to recall the problematic, based both on Brousseau’s text and on Gérard Sensevy’s commentary on it in Le sens du savoir. We wish to show that Brousseau’s didactic ingenuity, in order to unblock Gael’s relationship to mathematics, includes a dimension that has been underestimated, and which could integrate didactic anthropology and more specifically the Theory of Joint Action in Didactics: the “transferential phenomena”. Between Brousseau and Gaël something is at play which is constitutive of the didactic relationship, and which a clinical attention can underline.
A rereading of Gaël’s case - 2024.
86
This contribution proposes a rereading of one of the founding texts of didactics: Le cas de Gaël. The aim is to recall the problematic, based both on Brousseau’s text and on Gérard Sensevy’s commentary on it in Le sens du savoir. We wish to show that Brousseau’s didactic ingenuity, in order to unblock Gael’s relationship to mathematics, includes a dimension that has been underestimated, and which could integrate didactic anthropology and more specifically the Theory of Joint Action in Didactics: the “transferential phenomena”. Between Brousseau and Gaël something is at play which is constitutive of the didactic relationship, and which a clinical attention can underline.
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