Processus de changement vers une nécessaire cohérence entre la gestion de la classe et la didactique des mathématiques dans un paradigme constructiviste
This article presents, based on an analysis of the data collected as part of the first author’s doctoral research (Dumouchel, 2017), a description of the paths of three teachers engaged in a process of change (Collerette et al., 2013) towards appropriating a coherent link between the constructivist approach in the teaching of mathematics and classroom management. The article ends by examining the role of accompaniment as a condition facilitating the appropriation of this change towards a coherent relationship.
Keywords: classroom management, didactics of mathematics, constructivist, change, coherence
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