Welcome to the DiMaGe website !
Didactics of mathematics have to do with all the processes of transmission of mathematics knowledge. Therefore, it focuses primarily the conditions and constraints within which mathematics knowledge becomes first a teachable knowledge, then a taught knowledge, called the didactical transposition process. It then studies the didactical situations and the teaching and learning mechanisms appearing within in-class reproductions of those situations, whether they be experimental or ‘ordinary,’ mainly through the analysis of interactions relating to the knowledge being played out between the teachers and the students, in the particular situations that arise from their meeting within a teaching system. Mathematics didactics has also developed tools and work analysis frameworks of the teacher when she teaches mathematics.
The DiMaGe team’s work uses a wide range of methods and tools emanating from multiple theoretical backgrounds within francopone mathematics didactics, such as the Théorie des situations by Brousseau, Les champs conceptuels by Vergnaud, Théorie anthropologique du didactique by Chevallard, les registres de représentation sémiotiques by Duval, l’approche instrumentale de Rabardel or double approche didactique et ergonomique by Robert and Rogalsaki, but also from anglo saxon works such as those by Shulman (on Pedagogical content knowledge) and Ball (specialized content knowledge) or those relating to Inquiry Based Education.
The main research themes that the DiMaGe team work on are: problem-solving and inquiry-based-learning (European project PRIMAS 2010-2013, on going FNS project 2017-2021), the teacher’s work (3 theses defended, and 2 being completed), evaluation (romande collaboration and one thesis being completed), sets of tasks (one thesis defended) along with specialised teaching (one thesis defended and romande collaboration).
The team delivers teaching at the SSED and the IUFE , in particular within initial and continuous training for primary and secondary school teachers and specialised teachers.
The team members have many editorial responsibilities (Educational Studies in Mathematics, Recherches en Didactique des Mathématiques, Grand N, Petit x, Math-Ecole, Raisons Educatives, etc.) and scientific responsabilities (Société Suisse de Recherche en Didactique des Mathématiques (SSRDM), Association pour la Recherche en Didactique des Mathématiques (ARDM), Espace Mathématique Francophone, International Commission on Mathematical Instruction (ICMI)).
Didactics of mathematics and press
Find here an article published in Campus 123 (december 2015) "J'ai mal aux maths mais je me soigne."