An anthropological approach to a transitional issue. Analysis of the autonomy required from mathematics students in the French lycee
This paper intends to contribute to the process of theoretical networking within the mathematics education research community. Some key elements of the Anthropological Theory of Didactics are recalled and used to deal with the issue of French students’ transitional difficulties in mathematics between Collège (lower secondary school) and Lycée (upper secondary school). The intention is showing how this theoretical framework, in contrast with a theoretical framework of Advanced Mathematical Thinking, provides tools to analyse the changes between these two institutions and thus supports the following assumption: An increasing autonomy as problem solvers as well as mathematics learners is required from the upper secondary school students. This hypothesis led to a clinical investigation on high school students’ homework. This paper addresses the hypothesis by drawing on the case of three high-achieving students.
Corine Castela teaches mathematics and didactics to secondary school student teachers. As a member of the André Revuz Laboratory (previously DIDIREM-Paris), her research topics are: knowledge involved in mathematics problem solving, secondary school and university students’ homework, international curricular comparison, mathematics in workplace and professional education, and developing and connecting theoretical approaches. She is specially concerned with the issue of the variety of research working languages. She holds regular collaboration in Spanish with South American researchers in countries such as Mexico and Chile.