000			01522cam a2200313 4500500
005			20250112032220.0
041			_afre
042			_adc
100	1	0	_aProt, Frédérique Marie _eauthor
700	1	0	_a Go, Henri Louis _eauthor
245	0	0	_aA rereading of Gaël’s case
260			_c2024.
500			_a86
520			_aThis 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.
690			_aart of teaching
690			_aaffects
690			_aTACD
690			_atransfer
690			_adidactics
690			_adesire to learn
690			_aart of teaching
690			_aaffects
690			_aTACD
690			_atransfer
690			_adidactics
690			_adesire to learn
786	0		_nEducation & didactique | 17 | 3 | 2024-04-12 | p. 49-73 | 1956-3485
856	4	1	_uhttps://shs.cairn.info/journal-education-et-didactique-2023-3-page-49?lang=en
999			_c158739 _d158739