Processus de changement vers une nécessaire cohérence entre la gestion de la classe et la didactique des mathématiques dans un paradigme constructiviste

Authors

  • Mélanie Dumouchel Université du Québec à Montréal
  • Catherine Lanaris Université du Québec en Outaouais

Abstract

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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Published

2020-03-18

How to Cite

Dumouchel, M., & Lanaris, C. (2020). Processus de changement vers une nécessaire cohérence entre la gestion de la classe et la didactique des mathématiques dans un paradigme constructiviste. Canadian Journal of Education/Revue Canadienne De l’éducation, 43(1), 288–312. Retrieved from https://journals.sfu.ca/cje/index.php/cje-rce/article/view/4065

Issue

Vol. 43 No. 1 (2020): Spring 2020 | Printemps 2020

Section

Articles

License

The Canadian Journal of Education follows Creative Commons Licencing CC BY-NC-ND. For permission to reprint all or part of an article, please contact the Managing Editor.