Postures d’élèves dans l’expérience de la nécessité mathématique

Abstract

This article presents a part of a project of research named CESAME (Construction expérientielle du savoir et autrui dans les mathématiques enseignées). We analyze there a class device aiming to lead the pupils to experience mathematical necessity by confronting themselves with the resistance of mathematical reality and by the dialogue with others. For this purpose, using elements from the anthropological theory and the triple approach, we identify a range of pupils' postures that provide us tools for analysing research narrations produced by pupils during this device.