Made available in DSpace on 2015-02-24T18:20:51Z (GMT). No. of bitstreams: 1 ClaudiaRK_DISSERT.pdf: 1148880 bytes, checksum: 92024d25b109822d127283668e0e38a9 (MD5) Previous issue date: 2011-07-01 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This present study aimed to examine the use of games with rules in working with math education in regular classes included in Elementary School, in the municipal education schools of Natal/RN, observing the learning process and development of all students, especially those with disabilities. The theoretical references used are based on Vygotsky's works and other authors from the historical-cultural perspective, as well as researchers in the field of Inclusive Education and Mathematics Education. The investigation was based on the qualitative research guidelines, with the application of semi-structured interviews with educational coordinators and teachers from the schools involved as well as classroom observations, looking for, in the speeches of those involved and in their teaching practices, elements to reflect on the Mathematics Inclusive Education, the use of games with rules -starting from its goals, the participation of disabled students, the pedagogical mediations, up to its accessibility - and from the learning of disabled students. The analysis results showed that the concepts underlying the development of inclusive teaching practices still refer to the clinical-medical paradigm, understanding the student with disabilities from their deficiencies; which teachers use, in their majority, the mathematical games with rules in their classes, but which the teaching mediation, during these activities, still needs to be qualified so that they can, effectively, contribute to the learning and development of all students; students with disabilities do not always participate in games with others colleagues; games with rules are rarely accessible; and that the Universal Design principles are not adopted in the selected classrooms for this study. Thus, it is clear that much remains to be done so that Mathematics Education can contribute to the learning and development of all students, and among those actions the teacher continuing education is recommended / O presente estudo teve por objetivo analisar a utiliza??o dos jogos com regras no trabalho com Educa??o Matem?tica em classes regulares inclusivas do Ensino Fundamental I, de escolas da rede municipal de ensino de Natal/RN, atentando para o processo de aprendizagem e desenvolvimento de todos os alunos, principalmente daqueles com defici?ncia. O referencial te?rico utilizado se constitui das obras de Vygotsky e de outros autores da perspectiva hist?rico-cultural, bem como de pesquisadores na ?rea da Educa??o Inclusiva e da Educa??o Matem?tica. Valeu-se, na investiga??o, das diretrizes da pesquisa qualitativa, com a realiza??o de entrevistas semiestruturadas junto a coordenadores pedag?gicos e professores das escolas envolvidas e de observa??es de aulas, buscando nos discursos dos envolvidos e nas suas pr?ticas pedag?gicas elementos para refletir acerca da Educa??o Matem?tica Inclusiva, da utiliza??o de jogos com regras desde seus objetivos, a participa??o dos alunos com defici?ncia, as media??es pedag?gicas, at? sua acessibilidade e da aprendizagem dos alunos com defici?ncia. Os resultados da an?lise apontaram que as concep??es que norteiam as pr?ticas pedag?gicas inclusivas ainda remetem ao paradigma m?dico-cl?nico, entendendo o aluno com defici?ncia a partir de suas incapacidades; que os professores se utilizam, em sua maioria, dos jogos matem?ticos com regras em suas aulas, mas que a media??o pedag?gica, no decorrer dessas atividades, ainda precisa ser qualificada para que eles possam, efetivamente, contribuir para a aprendizagem e para o desenvolvimento de todos os alunos; que os alunos com defici?ncia nem sempre participam dos jogos com os demais colegas; que os jogos com regras raramente s?o acess?veis; e que os princ?pios do Desenho Universal n?o s?o adotados nas salas de aula integrantes da pesquisa. Desse modo, percebe-se que ainda h? muito a ser feito para que a Educa??o Matem?tica possa contribuir para a aprendizagem e para o desenvolvimento de todos os alunos; entre essas a??es, recomenda-se a forma??o continuada de professores

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-05-26T14:51:38Z No. of bitstreams: 1 luiseduardoreyesperez.pdf: 2784061 bytes, checksum: f741a9cf532f95435bbd639a2f2df42f (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-05-26T15:01:37Z (GMT) No. of bitstreams: 1 luiseduardoreyesperez.pdf: 2784061 bytes, checksum: f741a9cf532f95435bbd639a2f2df42f (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-05-26T15:01:55Z (GMT) No. of bitstreams: 1 luiseduardoreyesperez.pdf: 2784061 bytes, checksum: f741a9cf532f95435bbd639a2f2df42f (MD5) / Made available in DSpace on 2017-05-26T15:01:55Z (GMT). No. of bitstreams: 1 luiseduardoreyesperez.pdf: 2784061 bytes, checksum: f741a9cf532f95435bbd639a2f2df42f (MD5) Previous issue date: 2015-11-26 / Este trabajo es el resultado de una investigación sobre las praxeologias matemáticas realizadas por alumnos de enseñanza media, sobre el concepto matemático de función exponencial, en la Institución Educativa Técnica de Tunia en el Departamento del Cauca, Colombia. En este documento las reflexiones fueron enfocadas hacia adolescentes colombianos de enseñanza media en Colombia y la propuesta fue investigar qué tipos de praxeologías puntuales surgen en el momento de realizar actividades acerca de función exponencial. Buscando responder esta pregunta, orientamos esta disertación mediante la metodología de Ingeniería Didáctica, con la intención de direccionar el trabajo del investigador. En ese sentido se cuenta también con los procedimientos metodológicos los cuales permitieron verificar si a partir de la intención de conocer e identificar las potencialidades de las praxeologías puntuales estas sean idóneas a fin de trasformarlas en praxeologías contextualizadas para una cierta institución de enseñanza I desarrollada por el profesor titular y en consecuencia ésta sea apropiada e interiorizada convirtiéndose en una herramienta potencialmente valida para el profesor. Por tanto, surgen preguntas en el contexto educativo, sobre la forma y construcción de lo que se enseña, en particular el concepto de función exponencial. La construcción de las praxeologías puntuales, así como su formulación, serán enfocadas a través de la teoría antropológica de lo didáctico que además de identificar, ayudará a orientar la construcción de secuencias didácticas relacionadas con la función exponencial que formarán parte del producto educacional de esta disertación y en especial a la contribución de nuevas investigaciones. / This work is the result of the research about the mathematic praxeologies made by students the middle education about the mathematic concept of exponential function, in the Technical Educational Institution from Tunia located in the department of Cauca. On this document the considerations were directed to colombians youngers on the middle education in Colombia and the proposal is to research which types of punctual praxeologies arise in the moment of effect questions about of exponential fuction. In order to answer this question, we focused this dissertation through the methodology of didactic engineering, with the intention of focussed of work de researcher. also included the methodological procedures, which allowed to assess whether, based on the intention to know and identify the potential of specific praxeologies in order to turn them into praxeologies contextualized in an educational institution I and developed by the main professor and as a consequence, that praxeology turn into an educational concept, about the form and construction itself of what we teach, in particular,the concept of exponential fuction. The construction of the puctual praxeologies as their formulation, will be focused by through the anthropological theory of didactic. That in addition to identifying, will help to guide the construction of teaching sequences relating with the exponential fuction that will take part on the educational product of this dissertation and in special the contribution of new researches.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2018-04-09T18:12:46Z No. of bitstreams: 1 elianatoledosirimarcofranco.pdf: 772439 bytes, checksum: 34bbf113f10e686b6d5a2c278ef857d2 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-04-09T19:11:44Z (GMT) No. of bitstreams: 1 elianatoledosirimarcofranco.pdf: 772439 bytes, checksum: 34bbf113f10e686b6d5a2c278ef857d2 (MD5) / Made available in DSpace on 2018-04-09T19:11:44Z (GMT). No. of bitstreams: 1 elianatoledosirimarcofranco.pdf: 772439 bytes, checksum: 34bbf113f10e686b6d5a2c278ef857d2 (MD5) Previous issue date: 2013-02-25 / PROQUALI (UFJF) / Neste relatório de pesquisa, problematizamos o campo investigativo e incidimos na questão “O que ocorre quando, numa sala de aula, trabalhando o tema Matemática e Trânsito, alunos e professora estão envolvidos em ações educativas pautadas na Teoria do Agir Comunicativo?”, propulsora de todo o trabalho realizado. Optamos pelo gênero “Pesquisa sobre a própria prática”, pois, como o próprio nome diz, corresponde ao nosso propósito de pesquisar nossa prática docente. Utilizamos a abordagem qualitativa de pesquisa, nas distintas modalidades descritivas e etnometodológicas, que, nesta proposta específica, se tornaram complementares. Desempenhamos as atribuições singulares de pesquisadora e de professora. Para o desempenho das funções pedagógicas, estudamos a Teoria do Agir Comunicativo de Jüngen Habermas e dela extraímos os conceitos agir comunicativo, discurso, entendimento, agir estratégico, linguagem, atos de fala, pretensões de validade, mundo objetivo, mundo social, mundo subjetivo, mundo da vida e mundo sistêmico, como base para o desenvolvimento da unidade didática Matemática e Trânsito. Planejamos aulas tematizadas nesta interface, prevendo ações educativas, com a intenção de suscitar nos alunos o agir comunicativo no contexto social da sala de aula de uma escola pública, pertencente a uma universidade federal. As atividades foram aplicadas em aulas para 28 alunos do 4º ano do Ensino Fundamental, na faixa etária de 9 a 11 anos, pela própria professora. Para o desempenho das funções de pesquisa, o trabalho investigativo constituiu em analisar esta intervenção para perceber algumas configurações possíveis, aspectos do que pode ocorrer em uma sala de aula de Matemática, discutindo o Trânsito, como um tema específico, a partir de atividades elaboradas segundo a Teoria específica do Agir Comunicativo. Os dados foram coletados nas gravações das aulas em áudio e vídeo, na observação participante, nas anotações em bloco de notas, nas atividades não diretivas que guardam certa semelhança com as entrevistas não estruturadas, nas produções escritas e nas manifestações orais dos alunos. As transcrições dos 13 encontros, cada um formando uma unidade completa da aula, da introdução à avaliação de cada uma, que perfizeram 35 tempos de 45 min da grade horária escolar, foram analisadas, investigando o que emergia dos dados e nós fomos atribuindo-lhes significado, o que também foi feito com as descrições da primeira, segunda, terceira e décima segunda aulas. As interpretações foram feitas a partir da análise dos dados, que mostraram uma disposição dos alunos para participar das atividades e uma gradual evolução no agir comunicativo durante as aulas da unidade didática. Esta evolução foi percebida na interação entre os alunos e na existência da conexão entre os seus atos de fala, os quais mostravam uma complementaridade de seus raciocínios na concordância ou refutação dos argumentos apresentados. As ações educativas, operadas nas aulas da unidade didática Matemática e Trânsito, foram o motor de propulsão para o agir comunicativo, sendo o trabalho na interface Matemática e Trânsito a possibilidade do despertar da consciência ética e social dos alunos. / This work aims at discussing the investigation field and the key-question “What happens when teacher and students are working with actions on the theme Mathematic and Traffic guided by the Theory of the Communicative Action?”, the basis of all of this research. This work was implemented by adopting the research genre which involves the research through the effective practice, as it is its goal to investigate the author’s own teaching praxis. The qualitative approach was used both in its descriptive and its ethnicmethodological models which turned to be complementary in this specific research. For the pedagogical functions, the work focused in Habermas’s “Theory of Communicative Action” from which it selected the concepts of communicative action, speech, comprehension, strategic action, language, speech acts, validity pretensions, objective world, social world, subjective world, life world and systemic world to be the basis for structuring and building the didactic unit named Mathematic and Traffic. Thematic classes were used in this interface, foreseeing educative actions to stimulate in the students the communicative action in the social context of a classroom of a public school. The activities were implemented for classes with 28 students from the 3rd grade of Elementary School. The students were from 9 to 11 years old. For the research functions, the investigative work consisted of the analysis of the interventions to observe the possible configurations of the teaching structure. The data was collected in the classes video recording as well as in the observation process, the taking notes and in the nondirective actions, and in the students’ written production and oral manifestations. The transcriptions of the 13 classes, from the introduction to the evaluation, took 35 sets of 45 minutes of the school schedule. These sets were all analyzed as much as the descriptions of the 1st,2nd,3rd ad the 12th classes for the same purpose. The interpretations were guided by the data analysis and they showed the students’ stimulus to take part in the activities and their gradual evolution in the communicative action during the classes. This evolution was noted in the students’ interaction and in the connection between their speech acts, which pointed at the cognitive complementarities in agreeing or disagreeing with the presented arguments. The educative actions implemented in the didactic unit Mathematic and Traffic was the trigger for the communicative action and the interface work was the trigger to provoke the students’ ethical and social consciousness.

Made available in DSpace on 2016-04-27T16:57:13Z (GMT). No. of bitstreams: 1 Denise Franco Capello Ribeiro.pdf: 16199362 bytes, checksum: 36c5c02d581138df6e2c1def4c8a0fb9 (MD5) Previous issue date: 2011-12-09 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research has as objective the study of the historic way of the Mathematics scholar subject constitution to High School, at Gustavo Capanema Reform, time in which was made the reorganization of the Mathematics teachings to this teaching level and the rising of the Mathematic didactic books collection entitled Matemática 2º Ciclo , to the 1st, 2nd and 3rd grades, edited to assist the new Mathematics syllabus of these courses, by the authors Euclides Roxo, Roberto Peixoto, Haroldo Lisbôa da Cunha and Cesar Dacorso Netto, also known as the 4 authors Collection. This collection standardizes the structure of other Mathematics didactic collections books contributing to the teaching standardization and the Mathematics scholar subject constitution. This investigation uses mainly the theoric basis of André Chervel, Alain Choppin and Roger Chartier, the legislation related to this Reform and Mathematic didactic books edited to High School courses, whose authors were consulted by High School students (Classic and Scientific), in the scholar library of the current Sao Paulo State School, in the period between 1943 to 1961, as mainly research sources. The main question of this investigation is: How the Mathematics didactic books from the collection entitled Matemática 2º Ciclo , by Euclides Roxo, Roberto Peixoto, Haroldo Lisbôa da Cunha and Cesar Dacorso Netto, as known as the 4 authors Collection, written to High School courses, in the Capanema Reform period, contributed to the Mathematic scholar subject constitution, to this teaching level? This research seeks to give a contribution to the History of Scholar Mathematics and to the Mathematic Education in Brazil / Esta pesquisa tem como objetivo o estudo da trajetória histórica da constituição da disciplina escolar Matemática para o Curso Colegial, na Reforma Gustavo Capanema, período em que houve a reorganização dos ensinos de Matemática para este nível de ensino e o surgimento da coleção de livros didáticos de Matemática intitulada Matemática 2º Ciclo, para a 1ª, 2ª e 3ª séries, editados para atender aos novos programas de Matemática desses cursos, dos autores Euclides Roxo, Roberto Peixoto, Haroldo Lisbôa da Cunha e Cesar Dacorso Netto, também conhecida como a Coleção dos 4 autores. Esta coleção parametrizou a organização de outros livros didáticos de Matemática contribuindo para padronização dos ensinos e constituição da disciplina escolar Matemática. Esta investigação utiliza principalmente os aportes teóricos de André Chervel, Alain Choppin e Roger Chartier, a legislação pertinente a esta Reforma e livros didáticos de Matemática editados para os Cursos Colegiais, cujos autores foram consultados por alunos dos Cursos Colegiais (Clássico e Científico), na biblioteca escolar da atual Escola Estadual São Paulo, no período compreendido entre 1943 a 1961, como principais fontes de pesquisa. A questão norteadora desta investigação é: Como os livros didáticos de Matemática pertencentes à coleção intitulada Matemática 2º Ciclo, de Euclides Roxo, Roberto Peixoto, Haroldo Lisbôa da Cunha e Cesar Dacorso Netto, também conhecida como a Coleção dos 4 autores, escrita para os Cursos Colegiais, em tempos da Reforma Capanema, contribuíram para a constituição da disciplina escolar Matemática, para este nível de ensino? Esta pesquisa busca dar uma contribuição à História da Matemática Escolar e à Educação Matemática no Brasil

Made available in DSpace on 2016-04-27T16:58:09Z (GMT). No. of bitstreams: 1 dissertacao_marilene_moussa_miranda.pdf: 291834 bytes, checksum: 692a23cfd34a77403a0f62a0d4ba4443 (MD5) Previous issue date: 2003-12-16 / This dissertation is a study on the North American experiment of merging subjects such as Arithmetic, Algebra and Geometry, and the influence of this experiment over the Mathematic education in Brazil. We have analyzed a few changes occurred in the secondary school in North America between 1890 and 1930, and also how Professor Euclides Roxo used that initiative as he presented his proposal for a change in the curriculum of the D. Pedro II Secondary School, creating the subject of Mathematics. We finally make a comparative analyzes of the proposals on the teaching of Mathematics both in Brazil and in the USA. In our conclusion, we justify the lack of success of both proposals, in two different contexts, whose purpose was to merge the different branches of Mathematic for teaching / O trabalho estuda a experiência norte-americana de fusão da Aritmética, Álgebra e Geometria e sua influência na Educação Matemática Brasileira. São analisadas algumas modificações ocorridas no ensino secundário norte-americano, durante o período compreendido entre 1890 a 1930, e o modo como o professor Euclides Roxo apropria-se dessas iniciativas ao apresentar sua proposta de alteração na seriação do curso secundário do Colégio Pedro II criando a disciplina Matemática. Ao final é feito um estudo comparativo das propostas para o ensino de Matemática nos EUA e no Brasil concluindo por justificar o fracasso dessas duas reformas, em contextos diferentes, que visavam fundir os ramos matemáticos para o ensino

Made available in DSpace on 2016-04-27T16:58:12Z (GMT). No. of bitstreams: 1 dissertacao_rosemeiry_castro_prado.pdf: 413146 bytes, checksum: 6841bae3629f8a9185a6a574b52ddbe1 (MD5) Previous issue date: 2003-12-18 / The present work studies some elements for history of mathematics teacher formation to secondary school. Through the specific analysis of the contests to Pedro II School cathedra in Rio de Janeiro we try historically to understand the changes demanded from knowledge of mathematics teachers. We try to show that professional knowledge of mathematics teacher is referred by the contests suffering changes with the creation of philosophy universities. The approached period permit to study elements that are present on the transition from the engineers to the licensed teachers. That passage is analyzed from the changes related to the demands of professional knowledge of those who teach mathematics on secondary school / A pesquisa inventaria alguns elementos para a história da formação do professor de matemática do ensino secundário. Mais especificamente, através da análise de concursos à cátedra do Colégio Pedro II, no Rio de Janeiro, busca-se compreender historicamente as alterações exigidas ao saber dos professores de matemática. Procura-se mostrar que o saber profissional do professor de matemática está referenciado pelos concursos, sofrendo alterações com a criação das faculdades de filosofia. O período abordado permite estudar elementos que estão presentes na transição dos engenheiros para os licenciados. Essa passagem é analisada a partir das alterações relativas às exigências do saber profissional daqueles que ensinam Matemática no secundário

<p>Thanks to I have got to explore different teaching ways around the problem solving in a year 3, in a multicultural school which is located south of Stockholm, I have been able to answer my question at issue in my degree work. My question at issue on this investigation and the purpose with my degree work was to explore different teaching ways that promotes pupils with another mother tongue than Swedish, to develop reading comprehension and to get a better understanding of mathematical concepts in problem solving tasks. On this investigation have I chosen to teach these pupils to explore, reach and gain a deeper understanding of what teaching about problem solving promotes these pupils. I have when it concerns choice of method and material collections assumed from a qualitative investigation and gathered the material with help from participation notices and interviews. </p><p>I have in my investigation reached the conclusion that those pupils with another mother tongue than Swedish developed reading comprehension and got a better understanding of mathematical concepts in problem solving tasks by being taught in a creative and varied teaching. A creative and varied teaching as I taught those pupils in contained:</p><ul><li>the pupils had to work with living-related problem tasks</li><li>the pupils had to work in pairs to resolve problem solving</li><li>the pupils had to work in larger groups to resolve problem solving</li><li>the pupils had to work in a creative way, by writing and drawing pictures and do their own mathematical fairy tale in problem solving</li><li>the pupils had to work with manipulatives to resolve problem solving in half classes.</li></ul> / <p>Tack vare att jag fick undersöka olika undervisningssätt runt problemlösning i en årskurs 3, i en mångkulturell skola som ligger söder om Stockholm, har jag kunnat besvara min frågeställning i mitt examensarbete. Syftet med examensarbetet var att undersöka vilken undervisning som gynnar elever med annat modersmål än svenska att utveckla läsförståelsen och få en ökad förståelse för matematiska begrepp i problemlösningsuppgifter. I undersökningen har jag valt att själv undervisa eleverna för att kunna undersöka, komma fram till och få en djupare förståelse om vilken undervisning runt problemlösning som gynnar dessa elever. När det gäller mitt val av metod och materialinsamling har jag valt att utgå från en kvalitativ undersökning, där jag har använt mig av deltagande observationer och intervjuer. </p><p>Jag har i min undersökning kommit fram till att dessa elever med annat modersmål än svenska utvecklade läsförståelsen och fick en ökad förståelse för matematiska begrepp i problemlösningsuppgifter genom att undervisas i en kreativ och varierad undervisning. En kreativ och varierad undervisning som jag undervisade eleverna i bestod av:</p><ul><li>att eleverna fick arbeta med elevnära problemuppgifter</li><li>eleverna fick arbeta med att lösa problemlösning i par</li><li>eleverna fick arbeta med att lösa problemlösning i större grupper</li><li>eleverna fick arbeta kreativt, genom att skriva och rita bilder och egna räknehändelser i problemlösning</li><li>eleverna fick arbeta med laborativt medel för att kunna lösa problemuppgifter i halvklasser.</li></ul>

Thanks to I have got to explore different teaching ways around the problem solving in a year 3, in a multicultural school which is located south of Stockholm, I have been able to answer my question at issue in my degree work. My question at issue on this investigation and the purpose with my degree work was to explore different teaching ways that promotes pupils with another mother tongue than Swedish, to develop reading comprehension and to get a better understanding of mathematical concepts in problem solving tasks. On this investigation have I chosen to teach these pupils to explore, reach and gain a deeper understanding of what teaching about problem solving promotes these pupils. I have when it concerns choice of method and material collections assumed from a qualitative investigation and gathered the material with help from participation notices and interviews.  I have in my investigation reached the conclusion that those pupils with another mother tongue than Swedish developed reading comprehension and got a better understanding of mathematical concepts in problem solving tasks by being taught in a creative and varied teaching. A creative and varied teaching as I taught those pupils in contained: the pupils had to work with living-related problem tasks the pupils had to work in pairs to resolve problem solving the pupils had to work in larger groups to resolve problem solving the pupils had to work in a creative way, by writing and drawing pictures and do their own mathematical fairy tale in problem solving the pupils had to work with manipulatives to resolve problem solving in half classes. / Tack vare att jag fick undersöka olika undervisningssätt runt problemlösning i en årskurs 3, i en mångkulturell skola som ligger söder om Stockholm, har jag kunnat besvara min frågeställning i mitt examensarbete. Syftet med examensarbetet var att undersöka vilken undervisning som gynnar elever med annat modersmål än svenska att utveckla läsförståelsen och få en ökad förståelse för matematiska begrepp i problemlösningsuppgifter. I undersökningen har jag valt att själv undervisa eleverna för att kunna undersöka, komma fram till och få en djupare förståelse om vilken undervisning runt problemlösning som gynnar dessa elever. När det gäller mitt val av metod och materialinsamling har jag valt att utgå från en kvalitativ undersökning, där jag har använt mig av deltagande observationer och intervjuer.  Jag har i min undersökning kommit fram till att dessa elever med annat modersmål än svenska utvecklade läsförståelsen och fick en ökad förståelse för matematiska begrepp i problemlösningsuppgifter genom att undervisas i en kreativ och varierad undervisning. En kreativ och varierad undervisning som jag undervisade eleverna i bestod av: att eleverna fick arbeta med elevnära problemuppgifter eleverna fick arbeta med att lösa problemlösning i par eleverna fick arbeta med att lösa problemlösning i större grupper eleverna fick arbeta kreativt, genom att skriva och rita bilder och egna räknehändelser i problemlösning eleverna fick arbeta med laborativt medel för att kunna lösa problemuppgifter i halvklasser.

In traditional schooling, one-way monologue from teacher to student is the established way of communica­tion in the classroom. Modern pedagogues are presently breaking free of this status quo.  This master thesis explores whether there is a change in the student’s attitudes towards their school­ing and whether there is an academic benefit for the student when applying a flipped class­room model. This study was performed in Swedish upper secondary school during the students’ last course in mathematics. The study was carried out using focus group interviews and direct participat­ing observation. During the six-week period of interviews and participating in the class­room written tasks were collected and analysed, and the classroom was filmed to help analysing behav­iour of the students, both with flipped classroom and without. The outcome shows positive reac­tions from the students concerning this change in pedagogics, but also some inertia in some individuals. The result shows a positive attitude change concerning communication and collabora­tion in the classroom, although no difference in academic achievement were visible. More studies are needed, but a theoretical base needs to be built before future studies can be con­ducted. Today flipped classroom is undertheorized in ways of an academic model. Future research could be theorizing flipped classroom and exploring whether implementing this pedagogic model also brings forth a change in academic achievement apart from changing the attitudes of the stu­dents.

Il semble y avoir des attentes réciproques non comblées en formation initiale à l’enseignement des mathématiques. Cherchant à comprendre la genèse de ces attentes, nous nous sommes intéressée à la vision que les étudiants nourrissent des phénomènes d’enseignement. Ayant postulé que les étudiants ont une vision déterministe de ces phénomènes, et considérant que leur anticipation oriente leur projet de formation, nous nous sommes attaquée au problème de la rencontre des projets des étudiants et des formateurs. Deux objectifs généraux ont été formulés : le premier concerne la description des projets de formation des étudiants tandis que le second concerne l’expérimentation d’une séquence de situations susceptible de faire évoluer leurs projets. Cette recherche a été menée auprès de 58 étudiants du baccalauréat en enseignement en adaptation scolaire et sociale d’une même université, lesquels entamaient leur formation initiale à l’enseignement des mathématiques. Afin d’explorer les projets qu’ils nourrissent a priori, tous les étudiants ont complété un questionnaire individuel sur leur vision des mathématiques et de leur enseignement et ont participé à une première discussion de groupe sur le sujet. Une séquence de situations probabilistes leur a ensuite été présentée afin d’induire une complexification de leur projet. Enfin, cette expérimentation a été suivie d’une seconde discussion de groupe et complétée par la réalisation de huit entretiens individuels. Il a été mis en évidence que la majorité des étudiants rencontrés souhaitent avant tout évoluer en tant qu’enseignant, en développant leur capacité à enseigner et à faire apprendre ou comprendre les mathématiques. Bien que certaines visées se situent dans une perspective transmissive, celles-ci ne semblent pas représentatives de l’ensemble des projets "visée". De plus, même si la plupart des étudiants rencontrés projettent de développer des connaissances relatives aux techniques et aux méthodes d’enseignement, la sensibilité à la complexité dont certains projets témoignent ne permet plus de réduire les attentes des étudiants à l’endroit de leur formation à la simple constitution d’un répertoire de techniques d’enseignement réputées efficaces. En ce qui a trait aux modes d’anticipation relevés a priori, nos résultats mettent en relief des anticipations se rattachant d’abord à un mode adaptatif, puis à un mode prévisionnel. Aucune anticipation se rattachant à un mode prospectif n’a été recensée a priori. La séquence a permis aux étudiants de s’engager dans une dialectique d’action, de formulation et de validation, elle les a incités à recourir à une approche stochastique ainsi qu’à porter un jugement de probabilité qui prenne en compte la complexité de la situation. A posteriori, nous avons observé que les projets "visée" de certains étudiants se sont complexifiés. Nous avons également noté un élargissement de la majorité des projets, lesquels considèrent désormais les autres sommets du triangle didactique. Enfin, des anticipations se rattachant à tous les modes d’anticipation ont été relevées. Des anticipations réalisées grâce à un mode prospectif permettent d’identifier des zones d’incertitude et de liberté sur lesquelles il est possible d’agir afin d’accroître la sensibilité à la complexité des situations professionnelles à l’intérieur desquelles les futurs enseignants devront se situer. / There seems to be unfulfilled reciprocal expectations in mathematical education and initial preparation of teachers. While trying to understand the genesis of their expectations, we were interested in the vision that future teachers have of the educational phenomena. Having postulated that these students have a deterministic view of these phenomena and considering that their anticipation guides their training project, we addressed the problem of the encounter of student and educator projects. Two general objectives were formulated: the first aims at describing student training projects while the second addresses the development of a sequence of situations to help enrich their initial projects. This research was conducted among 58 undergraduate students in special education at a single university. They were beginning their initial training in teaching mathematics. In order to explore their initial projects, all students completed a questionnaire to inform on their personal vision of mathematics and its teaching. They also participated in an initial group discussion on the subject. A sequence of probabilistic situations was then presented to induce enrichment of their project. Finally, this experiment was followed by a second group discussion and completed with eight interviews. It was highlighted that the majority of the students met want to evolve primarily as a teacher, developing their ability to teach and stimulate learning and understanding of mathematics. Although some project goals fall into a transmissive perspective, these do not seem representative of the overall goals of the projects. Moreover, although most students want to develop knowledge of techniques and teaching methods, the sensitivity to complexity shown in some projects does not allow to reduce students' expectations regarding their training to the building of a repertoire of teaching techniques deemed effective. Regarding modes of anticipation identified initially, our results highlight anticipations connected with first an adaptive mode and then a forecast mode. We found no initial anticipation connected with a prospective mode. The sequence has allowed students to engage in a dialectic of action, formulation and validation, it prompted them to use a stochastic approach and to make probability judgment that takes into account the complexity of the situation. Afterwards, we observed that the projects of some students had become more complex. We also noted a widening of the majority of projects which opened to considering other vertices of the didactic triangle. Finally, anticipations relating to all modes of anticipation were identified. Anticipations made through a prospective mode helped identify areas of uncertainty and freedom upon which it appears possible to act, to increase sensitivity to the complexity of the educational situations and the act of teaching.