Regard croisé entre didactique des mathématiques et didactique du français pour penser l’enseignement et l’apprentissage de l’écriture au-delà du français (notice n° 1835491)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 03109cam a2200325 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20260329004609.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Kervyn, Bernadette |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Regard croisé entre didactique des mathématiques et didactique du français pour penser l’enseignement et l’apprentissage de l’écriture au-delà du français |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2026.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 89 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Cet article interroge l’enseignement et l’apprentissage de l’écriture dans une approche littéracique qui questionne de façon plurielle les frontières disciplinaires. En croisant la didactique des mathématiques et celle du français, il montre que l’écriture, à la fois objet d’apprentissage et outil cognitif, prend des formes et des fonctions spécifiques selon les disciplines. L’analyse de productions d’élèves en mathématiques, notamment les schémas de fractions, met en lumière la dimension plurisémiotique de ces écrits, encore peu décrits en tant qu’objet de l’écrit. Souvent considérés comme des savoirs transparents, ils gagnent à être enseignés, vu leur rôle dans l’élaboration conceptuelle et le raisonnement mathématique. Le dialogue avec des travaux de didactique du français permet de souligner combien la mise en œuvre de la fonction cognitive de ces écrits de travail comme d’autres formes de brouillonnage processuel demande de reconnaitre le caractère plurisémiotique et idiosyncrasique de l’écriture. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | This article examines the teaching and learning of writing in a literate approach that questions disciplinary boundaries in a plural way. By crossing the didactics of mathematics and that of French, it shows that writing, both an object of learning and a cognitive tool, takes specific forms and functions according to the disciplines. The analysis of students’ productions in mathematics, particularly fraction diagrams, highlights the multi-semiotic dimension of these writings, still little described as an object of writing. Often considered as transparent knowledge, they benefit from being taught, given their role in conceptual development and mathematical reasoning. The dialogue with works of French didactics allows us to underline how the implementation of the cognitive function of these working writings, like other forms of drafting, requires recognition of the multi-semiotic and idiosyncratic character of writing. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | didactique des mathématiques |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | didactique du français |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | écrit de travail |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | écriture |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | fonction cognitive de l’écrit |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | littéracie |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | cognitive function of writing |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | didactic of French |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | didactic of mathematics |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | literacy |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | writing |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | written work |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Coulange, Lalina |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Éducation & didactique | - | 1 | 2026-03-27 | p. 43-58 | 1956-3485 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-education-didactique-2026-1-page-43?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-education-didactique-2026-1-page-43?lang=fr&redirect-ssocas=7080</a> |
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