Pourquoi et pour qui enseigner les mathematiques? Une mise en perspective historique de l'evolution des programmes au Quebec au XXeme siecle.

Autor/in	Bednarz, Nadine
Titel	Pourquoi et pour qui enseigner les mathematiques? Une mise en perspective historique de l'evolution des programmes au Quebec au XXeme siecle.
Quelle	In: Zentralblatt für Didaktik der Mathematik. Berichtsteil, 34 (2002) 4, S. 146-157 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	französisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0044-4103; 1615-679X
DOI	10.1007/BF02655808
Schlagwörter	Gesellschaft; Bildungsplanung; Mathematik; Mathematikunterricht
Abstract	The history of reform in the teaching of mathematics in Quebec since the start of the 20th Century has been strongly influenced by a social and political context that gives meaning to its particular orientation. In this paper, we attempt to trace the important moments in the evolution of the teaching of mathematics through the roles and missions that successive governments have given to schooling and subsequent curricular reforms. Our analysis shows that the teaching of mathematics has evolved from an essentially practical role, prior to 1945, to a double role that is both practical and cultural, in the 1950s, with the balance tipped in favor of the practical role. In the 1960s, the political will for universal education and, more recently, the concern over forming persons who can adapt to a constantly evolving society, are gradually pushing the Quebec curricula towards major changes. Mathematics is presented as a powerful tool that gives one a handle on reality, a complement of culture and an important language that is essential to the communication of ideas. Throughout the various reforms, these two finalities - the practical and the cultural - are constantly present, varying in importance and meaning with the successive roles attributed to schools. Our analysis shows a strong pragmatic anchoring of the first mathematics programs in Quebec, one that has not disappeared over time. The gradual curricular changes show, however, a progressive integration of the cultural formation role of mathematics.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2004_(CD)