Mesurer l’écart entre une analyse a priori et la contingence en didactique

Abstract : In the didactics of mathematics, but more generally in social sciences, numerous pieces of research use qualitative analyses to falsify a priori formulated hypotheses experimentally, that is to say before research. Such a methodological approach, applied to an inquiry, proves to be in most cases insufficient to analyze all variables at stake and at work in contingent phenomena of teaching / learning, even though in some cases (selective analysis of protocols, of videos, etc.), it permits to discover a few interesting relations. But if the number of topics becomes too voluminous, the qualitative analysis doesn't succeed anymore in extracting all the relations existing between the variables at work and at stake. A quantitative analysis on a statistical basis will impose itself and will be completed by a qualitative analysis, essential to a contextual interpretation. This communication aims to present a measure permitting to confront statistically, the a priori analysis and contingency.
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https://hal.inria.fr/hal-01617935
Contributor : Jean-Claude Regnier <>
Submitted on : Tuesday, October 17, 2017 - 11:39:56 AM
Last modification on : Friday, June 14, 2019 - 1:26:20 AM

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  • HAL Id : hal-01617935, version 1

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Filippo Spagnolo, Régis Gras, Jean-Claude Regnier. Mesurer l’écart entre une analyse a priori et la contingence en didactique. Régis Gras, Jean-Claude Régnier, Dominique Lahanier-Reuter, Claudia Marinica, Fabrice Guillet. L'analyse statistique implicative. Des Sciences dures aux Sciences Humaines et Sociales, ⟨Cépaduès Editions⟩, pp.319-326, 2017, 978.2.36493.577.8. ⟨hal-01617935⟩

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