
05713919
j
2010c.00266
Castela, Corine
An anthropological approach to a transitional issue: Analysis of the autonomy required from mathematics students in the French lycee.
Nord. Mat.didakt. 14, No. 2, 527 (2009).
2009
Nationellt Centrum f\"or Matematikutbildning (NCM), G\"oteborgs Universitet, G\"oteborg
EN
D70
C70
C60
D20
learning problems
educational diagnosis
understanding
learning obstacles
didactics of mathematics
lower secondary
upper secondary
changes in mathematics teaching
mathematical praxeologies
ways of thinking
habits of mind
theory of mathematics education
research
Summary: This paper intends to contribute to the process of theoretical networking within the mathematics education research community. Some key elements of the Anthropological Theory of Didactics are recalled and used to deal with the issue of French students\rq\ transitional difficulties in mathematics between College (lower secondary school) and Lyc\'ee (upper secondary school). The intention is showing how this theoretical framework, in contrast with a theoretical framework of Advanced Mathematical Thinking, provides tools to analyse the changes between these two institutions and thus supports the following assumption: An increasing autonomy as problem solvers as well as mathematics learners is required from the upper secondary school students. This hypothesis led to a clinical investigation on high school students\rq\ homework. This paper addresses the hypothesis by drawing on the case of three highachieving students.