ETUDE DIDACTIQUE D’ACTIVITÉS D’INVESTISSEMENT DES NOMBRES DANS DES MANUELS SCOLAIRES DU CYCLE COLLÉGIAL AU MAROC / DIDACTICAL STUDY OF INVESTMENT ACTIVITIES OF THE NUMBERS IN SOME SCHOOL TEXTBOOKS OF THE COLLEGE CYCLE IN MOROCCO

Abstract

Ce travail vise a etudier les formes d’investissement du nombre dans des situations proposees dans des manuels scolaires du cycle collegial au Maroc. Il s’agit d’un concept d’une grande importance epistemologique et didactique. En effet, l’acquisition de plusieurs autres concepts et de plusieurs capacites specifiques aux mathematiques ou transversales exige une maitrise des nombres et de leurs manipulations. De plus le nombre est l’un des concepts qui favorisent des jeux de cadres qui sont au meme temps necessaires pour mieux percevoir son sens. La place du nombre dans le curriculum scolaire marocain adresse au cycle collegial et les cadres dont il est traite, font l’objet de cet article. L’exploration est entreprise dans des activites proposees par des manuels scolaires destines aux apprenants des niveaux du cycle collegial. Pratiquement, il s’agit de l’examen d’activites destinees a l’animation des deux phases du processus enseignement/apprentissage, conceptualisation et d’exercisation et relevant du domaine des equations du premier degre a une inconnue. L’analyse a porte sur les types de nombres mis en situation et sur les cadres ou ils sont traites. Il a ete deduit une presence d’une certaine diversification dans les activites proposees dans les manuels scolaires choisis et une nette correlation entre les choix faits dans les deux phases. Neanmoins, des insuffisances ont ete observees pour certains niveaux scolaires. This work aims to study the forms of investment of the number in situations proposed in school textbooks of the college cycle in Morocco. It is a concept with great epistemological and didactical importance. Indeed, the acquisition of several other concepts and several specific skills in mathematics requires a mastery of numbers and their manipulations. In addition, number is one of the concepts that allows the framework games, which are at the same time necessary to perceive very well its meaning. The place of the number in the Moroccan school curriculum addressed to the college cycle and the frameworks where it is treated, are the subject of this article. Exploration is undertaken in activities given by textbooks for learners at the college level. Practically, it is the examination of the activities pertaining to the two phases of the teaching / learning, conceptualization and exercise process and also pertaining to the domain of equations from the first degree with one unknown. The analysis focused on the types of numbers put in situation and on the frameworks where they are treated. It was deduced a diversification in the activities proposed in the selected textbooks and a clear correlation between the choices made in the two phases. However, shortcomings have been observed for certain educational levels. This work aims to study the forms of investment of the number in situations proposed in school textbooks of the college cycle in Morocco. It is a concept with great epistemological and didactical importance. Indeed, the acquisition of several other concepts and several specific skills in mathematics requires a mastery of numbers and their manipulations. In addition, number is one of the concepts that allows the framework games, which are at the same time necessary to perceive very well its meaning. The place of the number in the Moroccan school curriculum addressed to the college cycle and the frameworks where it is treated, are the subject of this article. Exploration is undertaken in activities given by textbooks for learners at the college level. Practically, it is the examination of the activities pertaining to the two phases of the teaching / learning, conceptualization and exercise process and also pertaining to the domain of equations from the first degree with one unknown. The analysis focused on the types of numbers put in situation and on the frameworks where they are treated. It was deduced a diversification in the activities proposed in the selected textbooks and a clear correlation between the choices made in the two phases. However, shortcomings have been observed for certain educational levels. Article visualizations: