Abstract
Future school teachers come, when they start training, from diversified universitarian backgrounds that have a distant relationship to mathematics. This fact is the starting point of our reflection upon a mathematical training that takes these specificities into consideration. This article presents three basic principles in that perspective : the problematisation, the analysis of the task and of the students’essors, the epistemological analysis. We illustrate such principles having recourseto two mathematical fields : geometrical constructions and mesure of sizes. takes these specificities into consideration. This article presents three basic principles in that perspective : the problematisation, the analysis of the task and of the students’essors, the epistemological analysis. We illustrate such principles having recourseto two mathematical fields : geometrical constructions and mesure of sizes.
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