A Didactical Analysis of Teaching Practices Around Differentials Equations in Tunisian School Context

Sonia Ben Nejma; Anis Jabrane

doi:doi:10.11648/j.sjedu.20210905.13

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A Didactical Analysis of Teaching Practices Around Differentials Equations in Tunisian School Context

Sonia Ben Nejma, Anis Jabrane

Published in Science Journal of Education (Volume 9, Issue 5)

Received: 1 September 2021 Accepted: 22 September 2021 Published: 12 October 2021

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Abstract

The teaching of differential equations is often viewed from an interdisciplinary perspective that justifies the rationale for this notion in the secondary cycle. The history of the teaching of this notion in the Tunisian educational system shows a diversity of approaches which seem to evolve in the direction of modeling extra-mathematical situations and dialectic between semiotics registers. This research is part of the anthropological theory of didactics and analyzes the didactic transposition process developed by the Tunisian institution around differential equations over successive reforms. Three dimensions of analysis were taken into account in this study: a historical-epistemological dimension which makes it possible to identify the dynamic nature of the notion of differential equation through the stages of its constitution and to determine its meaning through the problems addressed in teaching and their development, an institutional dimension addressed by ecology and praxeology analyses based on the programs and official textbooks. Current institutional practices allow us to glimpse a dynamic at scale relating to the teaching of this notion. This aspect is nourished by sets of frameworks, flexibility between registers and interdisciplinary praxeology mobilized upstream and downstream of the work of algebraic resolution. Professional entry allows us to question the constraints for their effective implementation in classes. This dimension is analyzed from ten student notebooks considered as a first revealer of teaching practices in terms of resistance or change. This analysis of the notebooks make it possible to discover the main characteristics of the institutional relationship. The result of the analysis shows that the personal relationship of teachers perceived through the analysis of their didactic preparation with the object of knowledge differential equations, is not suitable to institutional relationship with this same object of knowledge.

Published in	Science Journal of Education (Volume 9, Issue 5)
DOI	10.11648/j.sjedu.20210905.13
Page(s)	157-169
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Differential Equation, Mathematical and Didactical Praxeology, Institutional Practices, Teaching Practices

References

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Sonia Ben Nejma, Anis Jabrane. (2021). A Didactical Analysis of Teaching Practices Around Differentials Equations in Tunisian School Context. Science Journal of Education, 9(5), 157-169. https://doi.org/10.11648/j.sjedu.20210905.13

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Sonia Ben Nejma; Anis Jabrane. A Didactical Analysis of Teaching Practices Around Differentials Equations in Tunisian School Context. Sci. J. Educ. 2021, 9(5), 157-169. doi: 10.11648/j.sjedu.20210905.13

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AMA Style

Sonia Ben Nejma, Anis Jabrane. A Didactical Analysis of Teaching Practices Around Differentials Equations in Tunisian School Context. Sci J Educ. 2021;9(5):157-169. doi: 10.11648/j.sjedu.20210905.13

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@article{10.11648/j.sjedu.20210905.13,
  author = {Sonia Ben Nejma and Anis Jabrane},
  title = {A Didactical Analysis of Teaching Practices Around Differentials Equations in Tunisian School Context},
  journal = {Science Journal of Education},
  volume = {9},
  number = {5},
  pages = {157-169},
  doi = {10.11648/j.sjedu.20210905.13},
  url = {https://doi.org/10.11648/j.sjedu.20210905.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20210905.13},
  abstract = {The teaching of differential equations is often viewed from an interdisciplinary perspective that justifies the rationale for this notion in the secondary cycle. The history of the teaching of this notion in the Tunisian educational system shows a diversity of approaches which seem to evolve in the direction of modeling extra-mathematical situations and dialectic between semiotics registers. This research is part of the anthropological theory of didactics and analyzes the didactic transposition process developed by the Tunisian institution around differential equations over successive reforms. Three dimensions of analysis were taken into account in this study: a historical-epistemological dimension which makes it possible to identify the dynamic nature of the notion of differential equation through the stages of its constitution and to determine its meaning through the problems addressed in teaching and their development, an institutional dimension addressed by ecology and praxeology analyses based on the programs and official textbooks. Current institutional practices allow us to glimpse a dynamic at scale relating to the teaching of this notion. This aspect is nourished by sets of frameworks, flexibility between registers and interdisciplinary praxeology mobilized upstream and downstream of the work of algebraic resolution. Professional entry allows us to question the constraints for their effective implementation in classes. This dimension is analyzed from ten student notebooks considered as a first revealer of teaching practices in terms of resistance or change. This analysis of the notebooks make it possible to discover the main characteristics of the institutional relationship. The result of the analysis shows that the personal relationship of teachers perceived through the analysis of their didactic preparation with the object of knowledge differential equations, is not suitable to institutional relationship with this same object of knowledge.},
 year = {2021}
}

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TY  - JOUR
T1  - A Didactical Analysis of Teaching Practices Around Differentials Equations in Tunisian School Context
AU  - Sonia Ben Nejma
AU  - Anis Jabrane
Y1  - 2021/10/12
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JF  - Science Journal of Education
JO  - Science Journal of Education
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AB  - The teaching of differential equations is often viewed from an interdisciplinary perspective that justifies the rationale for this notion in the secondary cycle. The history of the teaching of this notion in the Tunisian educational system shows a diversity of approaches which seem to evolve in the direction of modeling extra-mathematical situations and dialectic between semiotics registers. This research is part of the anthropological theory of didactics and analyzes the didactic transposition process developed by the Tunisian institution around differential equations over successive reforms. Three dimensions of analysis were taken into account in this study: a historical-epistemological dimension which makes it possible to identify the dynamic nature of the notion of differential equation through the stages of its constitution and to determine its meaning through the problems addressed in teaching and their development, an institutional dimension addressed by ecology and praxeology analyses based on the programs and official textbooks. Current institutional practices allow us to glimpse a dynamic at scale relating to the teaching of this notion. This aspect is nourished by sets of frameworks, flexibility between registers and interdisciplinary praxeology mobilized upstream and downstream of the work of algebraic resolution. Professional entry allows us to question the constraints for their effective implementation in classes. This dimension is analyzed from ten student notebooks considered as a first revealer of teaching practices in terms of resistance or change. This analysis of the notebooks make it possible to discover the main characteristics of the institutional relationship. The result of the analysis shows that the personal relationship of teachers perceived through the analysis of their didactic preparation with the object of knowledge differential equations, is not suitable to institutional relationship with this same object of knowledge.
VL  - 9
IS  - 5
ER  -

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Author Information

Sonia Ben Nejma

Department of Mathematics, University of Carthage, LARINA, Tunisia
Anis Jabrane

Department of Didactic, Virtual University Tunis, Tunis, Tunisia

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APA Style

Sonia Ben Nejma, Anis Jabrane. (2021). A Didactical Analysis of Teaching Practices Around Differentials Equations in Tunisian School Context. Science Journal of Education, 9(5), 157-169. https://doi.org/10.11648/j.sjedu.20210905.13

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ACS Style

Sonia Ben Nejma; Anis Jabrane. A Didactical Analysis of Teaching Practices Around Differentials Equations in Tunisian School Context. Sci. J. Educ. 2021, 9(5), 157-169. doi: 10.11648/j.sjedu.20210905.13

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AMA Style

Sonia Ben Nejma, Anis Jabrane. A Didactical Analysis of Teaching Practices Around Differentials Equations in Tunisian School Context. Sci J Educ. 2021;9(5):157-169. doi: 10.11648/j.sjedu.20210905.13

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@article{10.11648/j.sjedu.20210905.13,
  author = {Sonia Ben Nejma and Anis Jabrane},
  title = {A Didactical Analysis of Teaching Practices Around Differentials Equations in Tunisian School Context},
  journal = {Science Journal of Education},
  volume = {9},
  number = {5},
  pages = {157-169},
  doi = {10.11648/j.sjedu.20210905.13},
  url = {https://doi.org/10.11648/j.sjedu.20210905.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20210905.13},
  abstract = {The teaching of differential equations is often viewed from an interdisciplinary perspective that justifies the rationale for this notion in the secondary cycle. The history of the teaching of this notion in the Tunisian educational system shows a diversity of approaches which seem to evolve in the direction of modeling extra-mathematical situations and dialectic between semiotics registers. This research is part of the anthropological theory of didactics and analyzes the didactic transposition process developed by the Tunisian institution around differential equations over successive reforms. Three dimensions of analysis were taken into account in this study: a historical-epistemological dimension which makes it possible to identify the dynamic nature of the notion of differential equation through the stages of its constitution and to determine its meaning through the problems addressed in teaching and their development, an institutional dimension addressed by ecology and praxeology analyses based on the programs and official textbooks. Current institutional practices allow us to glimpse a dynamic at scale relating to the teaching of this notion. This aspect is nourished by sets of frameworks, flexibility between registers and interdisciplinary praxeology mobilized upstream and downstream of the work of algebraic resolution. Professional entry allows us to question the constraints for their effective implementation in classes. This dimension is analyzed from ten student notebooks considered as a first revealer of teaching practices in terms of resistance or change. This analysis of the notebooks make it possible to discover the main characteristics of the institutional relationship. The result of the analysis shows that the personal relationship of teachers perceived through the analysis of their didactic preparation with the object of knowledge differential equations, is not suitable to institutional relationship with this same object of knowledge.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - A Didactical Analysis of Teaching Practices Around Differentials Equations in Tunisian School Context
AU  - Sonia Ben Nejma
AU  - Anis Jabrane
Y1  - 2021/10/12
PY  - 2021
N1  - https://doi.org/10.11648/j.sjedu.20210905.13
DO  - 10.11648/j.sjedu.20210905.13
T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 157
EP  - 169
PB  - Science Publishing Group
SN  - 2329-0897
UR  - https://doi.org/10.11648/j.sjedu.20210905.13
AB  - The teaching of differential equations is often viewed from an interdisciplinary perspective that justifies the rationale for this notion in the secondary cycle. The history of the teaching of this notion in the Tunisian educational system shows a diversity of approaches which seem to evolve in the direction of modeling extra-mathematical situations and dialectic between semiotics registers. This research is part of the anthropological theory of didactics and analyzes the didactic transposition process developed by the Tunisian institution around differential equations over successive reforms. Three dimensions of analysis were taken into account in this study: a historical-epistemological dimension which makes it possible to identify the dynamic nature of the notion of differential equation through the stages of its constitution and to determine its meaning through the problems addressed in teaching and their development, an institutional dimension addressed by ecology and praxeology analyses based on the programs and official textbooks. Current institutional practices allow us to glimpse a dynamic at scale relating to the teaching of this notion. This aspect is nourished by sets of frameworks, flexibility between registers and interdisciplinary praxeology mobilized upstream and downstream of the work of algebraic resolution. Professional entry allows us to question the constraints for their effective implementation in classes. This dimension is analyzed from ten student notebooks considered as a first revealer of teaching practices in terms of resistance or change. This analysis of the notebooks make it possible to discover the main characteristics of the institutional relationship. The result of the analysis shows that the personal relationship of teachers perceived through the analysis of their didactic preparation with the object of knowledge differential equations, is not suitable to institutional relationship with this same object of knowledge.
VL  - 9
IS  - 5
ER  -

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