[ Pour une étude didactique inclusive du rapport au savoir: Cas du rapport des enseignants des mathématiques au théorème de Pythagore ]
Volume 31, Issue 4, January 2021, Pages 732–747
Israël DISASHI KABADI1, Boniface Engombe Wedi2, Alain Kuzniak3, and Jean-Jacques Kapenga Kasonga4
1 Chef de Travaux au Département de Mathématique et Informatique, Université Pédagogique Nationale (U.P.N.), KINSHASA, RD Congo
2 Professeur Ordinaire, Université Pédagogique Nationale, Kinshasa, RD Congo
3 Professeur des Universités, Université Diderot Paris 7, Paris, France
4 Professeur Ordinaire, Université Pédagogique Nationale, Kinshasa, RD Congo
Original language: French
Copyright © 2021 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 shows the necessity that there is, in an inclusive didactical study of the relationship to knowledge, to rely on a triangulation of theoretical approaches relating to the latter, through a case study, in particular that of the relationship to the Pythagoras’s Theorem, which study gave rise to the definition of a normative relationship, in acronym NiPADiS, for any knowledge and relative to the triangulation of theoretical approaches, namely anthropological, didactical and sociological approaches, to the relationship to knowledge.
Author Keywords: Didactical Mathematics, Teaching Science, Relationship to knowledge, Institutional competences, 3C relationships, Social attitudes, level scale, NIPADİS, Pythagoras’s theorem.
Volume 31, Issue 4, January 2021, Pages 732–747
Israël DISASHI KABADI1, Boniface Engombe Wedi2, Alain Kuzniak3, and Jean-Jacques Kapenga Kasonga4
1 Chef de Travaux au Département de Mathématique et Informatique, Université Pédagogique Nationale (U.P.N.), KINSHASA, RD Congo
2 Professeur Ordinaire, Université Pédagogique Nationale, Kinshasa, RD Congo
3 Professeur des Universités, Université Diderot Paris 7, Paris, France
4 Professeur Ordinaire, Université Pédagogique Nationale, Kinshasa, RD Congo
Original language: French
Copyright © 2021 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 shows the necessity that there is, in an inclusive didactical study of the relationship to knowledge, to rely on a triangulation of theoretical approaches relating to the latter, through a case study, in particular that of the relationship to the Pythagoras’s Theorem, which study gave rise to the definition of a normative relationship, in acronym NiPADiS, for any knowledge and relative to the triangulation of theoretical approaches, namely anthropological, didactical and sociological approaches, to the relationship to knowledge.
Author Keywords: Didactical Mathematics, Teaching Science, Relationship to knowledge, Institutional competences, 3C relationships, Social attitudes, level scale, NIPADİS, Pythagoras’s theorem.
Abstract: (french)
Cet article montre la nécessité qu’il y a, dans une étude didactique inclusive du rapport au savoir, à se reposer sur une triangulation d’approches théoriques relatives à ce dernier, au travers d’une étude de cas, notamment celui du rapport au théorème de Pythagore, laquelle étude a donné naissance à la définition d’un rapport normatif, en sigle NiPADiS, pour un savoir quelconque et relativement à la triangulation d’approches théoriques, notamment les approches anthropologique, didactique et sociologique, du rapport au savoir.
Author Keywords: Didactique des mathématiques, Didactique des sciences, Rapport au savoir, Compétences institutionnelles, Rapports de 3C, Attitudes sociales, Echelle des niveaux, NiPADiS, Théorème de Pythagore.
How to Cite this Article
Israël DISASHI KABADI, Boniface Engombe Wedi, Alain Kuzniak, and Jean-Jacques Kapenga Kasonga, “For an inclusive didactic study of the relationship to knowledge: Case of the relationship of mathematics teachers to the Pythagorean theorem,” International Journal of Innovation and Applied Studies, vol. 31, no. 4, pp. 732–747, January 2021.
