Volume 21, Issue 3, October 2017, Pages 449–460
Israël DISASHI KABADI1
1 Chef de Travaux au Département de Mathématique et Informatique, Université Pédagogique Nationale (U.P.N.), KINSHASA, RD Congo
Original language: French
Copyright © 2017 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
This article presents our analyses, in a didactical approach of the relationship to knowledge, from the didactic writings relating to situations of teaching-learning of the Pythagoras’s theorem, which writings have allowed us, with manual and official programs school most used in the DRC at the level of 3RD and 4th years secondary, to define, in terms of “3C relationships” [Rap1(Relationship of Knowledge), Rap2(Relationship of comprehension) and Rap3(Relationship of contextualisation)] relations that an individual or institution can maintain with the Pythagoras’s theorem, on the one hand; and put on feet, from the notes of 3C relationships defined in this study, three levels to appreciate the evolution of the relationship to knowledge of students to the Pythagoras’s theorem, including the level “low”, “medium” and “high”, on the other hand. This allows the operationalization of the relationship to knowledge on the didactical plan. The article also has some variables that we used to enjoy their possible influence on the relationship to knowledge in study, among students in the classes of Scientific Humanities of a school chosen to test the feasibility of the didactical study of 3C relationships.
Author Keywords: Didactics of mathematics, teaching science, didactical approach of the relationship to knowledge, 3C relationships, anthropological approach, level scale, Pythagoras’s theorem.
Israël DISASHI KABADI1
1 Chef de Travaux au Département de Mathématique et Informatique, Université Pédagogique Nationale (U.P.N.), KINSHASA, RD Congo
Original language: French
Copyright © 2017 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
This article presents our analyses, in a didactical approach of the relationship to knowledge, from the didactic writings relating to situations of teaching-learning of the Pythagoras’s theorem, which writings have allowed us, with manual and official programs school most used in the DRC at the level of 3RD and 4th years secondary, to define, in terms of “3C relationships” [Rap1(Relationship of Knowledge), Rap2(Relationship of comprehension) and Rap3(Relationship of contextualisation)] relations that an individual or institution can maintain with the Pythagoras’s theorem, on the one hand; and put on feet, from the notes of 3C relationships defined in this study, three levels to appreciate the evolution of the relationship to knowledge of students to the Pythagoras’s theorem, including the level “low”, “medium” and “high”, on the other hand. This allows the operationalization of the relationship to knowledge on the didactical plan. The article also has some variables that we used to enjoy their possible influence on the relationship to knowledge in study, among students in the classes of Scientific Humanities of a school chosen to test the feasibility of the didactical study of 3C relationships.
Author Keywords: Didactics of mathematics, teaching science, didactical approach of the relationship to knowledge, 3C relationships, anthropological approach, level scale, Pythagoras’s theorem.
Abstract: (french)
Cet article présente nos analyses faites, dans une approche didactique du rapport au savoir, à partir des écrits didactiques relatifs aux situations d’enseignement/apprentissage du théorème de Pythagore, lesquels écrits nous ont permis , avec les programmes officiels et manuels scolaires les plus utilisés en RDC au niveau de 3ème et 4ème années secondaires, de définir en termes de « rapports de 3C » [Rap1(=rapport de Connaissance), Rap2 (=rapport de Compréhension) et Rap3 (=rapport de Contextualisation) ] les relations qu’un individu ou une institution peut entretenir avec le théorème de Pythagore, d’une part ; et de mettre sur pieds, à partir des notes de rapports de 3C définies dans cette étude, une échelle de trois niveaux pour apprécier l’évolution du rapport au savoir des élèves au théorème de Pythagore, notamment le niveau « bas », celui « moyen » et celui « élevé », d’autre part. Ceci a facilité l’opérationnalisation du rapport au savoir sur le plan didactique. L’article présente également certaines variables auxquelles nous avons recouru pour apprécier leur éventuelle influence sur le rapport au savoir en étude, auprès des élèves dans les classes des humanités scientifiques d’une école choisie en vue de tester la faisabilité de l’étude didactique des rapports de 3C.
Author Keywords: Didactique des mathématiques, Didactique des sciences, Approche didactique du rapport au savoir, Rapports de 3C, Approche anthropologique, Echelle des niveaux, Théorème de Pythagore.
How to Cite this Article
Israël DISASHI KABADI, “Sur l’étude didactique du rapport au savoir des élèves et la problématique du niveau dudit rapport : Cas du théorème de Pythagore,” International Journal of Innovation and Applied Studies, vol. 21, no. 3, pp. 449–460, October 2017.
