{"id":185,"date":"2023-08-08T02:33:22","date_gmt":"2023-08-08T02:33:22","guid":{"rendered":"https:\/\/leam.dev.uqam.ca\/?page_id=185"},"modified":"2023-08-20T00:23:52","modified_gmt":"2023-08-20T00:23:52","slug":"a-propos-du-leam","status":"publish","type":"page","link":"https:\/\/leam.uqam.ca\/?page_id=185","title":{"rendered":"\u00c0 propos du LEAM"},"content":{"rendered":"<p><span data-contrast=\"auto\">Le <\/span><b><span data-contrast=\"auto\">Laboratoire \u00c9pist\u00e9mologie et Activit\u00e9 Math\u00e9matique<\/span><\/b><span data-contrast=\"auto\"> est un collectif de recherche en didactique des math\u00e9matiques.<\/span><span data-contrast=\"none\"> Les int\u00e9r\u00eats de recherche au sein du\u202f<\/span><i><span data-contrast=\"none\">Laboratoire <\/span><\/i><span data-contrast=\"none\">sont divers et touchent plusieurs dimensions relatives aux math\u00e9matiques scolaires et non-scolaires, \u00e0 leur pratique, ainsi qu\u2019\u00e0 leur enseignement. Mais, au-del\u00e0 de ces int\u00e9r\u00eats, ce qui rend le\u202f<\/span><i><span data-contrast=\"none\">Laboratoire <\/span><\/i><span data-contrast=\"none\">particuli\u00e8rement unique est son orientation sous-jacente, o\u00f9 les questions relatives \u00e0 l\u2019\u00e9pist\u00e9mologie et l\u2019activit\u00e9 math\u00e9matique des \u00e9l\u00e8ves et des enseignants sont au c\u0153ur des activit\u00e9s et travaux conduits. De fa\u00e7on pr\u00e9cise, quatre dimensions majeures sont abord\u00e9es par les travaux et activit\u00e9s du <\/span><i><span data-contrast=\"none\">Laboratoire<\/span><\/i><span data-contrast=\"none\">. Celles-ci sont relatives aux\u202f:<\/span><span data-ccp-props=\"{}\">\u00a0<\/span><\/p>\n<p style=\"padding-left: 40px;\"><span data-contrast=\"none\">(1) d\u00e9veloppements et d\u00e9ploiements de compr\u00e9hensions math\u00e9matiques des individus, des collectivit\u00e9s, et dans l\u2019histoire ;<\/span><span data-ccp-props=\"{&quot;335559685&quot;:708}\">\u00a0<\/span><\/p>\n<p style=\"padding-left: 40px;\"><span data-contrast=\"none\">(2) processus de r\u00e9solution de probl\u00e8mes et leur centralit\u00e9 en math\u00e9matiques;<\/span><span data-ccp-props=\"{&quot;335559685&quot;:708}\">\u00a0<\/span><\/p>\n<p style=\"padding-left: 40px;\"><span data-contrast=\"none\">(3) processus de signification au coeur de toute activit\u00e9 math\u00e9matiques;<\/span><\/p>\n<p style=\"padding-left: 40px;\"><span data-contrast=\"none\">(4) interrelations entre math\u00e9matiques scolaires et aux autres lieux d&rsquo;activit\u00e9s math\u00e9matiques;<\/span><\/p>\n<p style=\"padding-left: 40px;\"><span data-contrast=\"none\">(5) r\u00e9flexions provoqu\u00e9es par ces dimensions sur des fa\u00e7ons de repenser et imaginer l\u2019enseignement des math\u00e9matiques.<\/span><span data-ccp-props=\"{&quot;335559685&quot;:708}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"none\">Tout ceci forme le projet ambitieux qui est au c\u0153ur des travaux et activit\u00e9s du <\/span><b><span data-contrast=\"auto\">Laboratoire \u00c9pist\u00e9mologie et Activit\u00e9 Math\u00e9matique<\/span><\/b><span data-contrast=\"auto\">, <\/span><span data-contrast=\"none\">dans lequel les questions \u00e9pist\u00e9mologiques sont constamment mises en avant.<\/span><span data-ccp-props=\"{}\">\u00a0<\/span><\/p>\n<h3><span data-contrast=\"auto\">Quelques publications illustrant les travaux du <\/span><i><span data-contrast=\"auto\">Laboratoire<\/span><\/i><span data-ccp-props=\"{}\">\u00a0<\/span><\/h3>\n<ul>\n<li>\u00c9pist\u00e9mologie et didactique des math\u00e9matiques (<a href=\"https:\/\/flm-journal.org\/Articles\/530C26C1A94F2131EE356F3901F8.pdf\">lien<\/a>)<\/li>\n<li>Wabi Sabi Mathematics (<a href=\"https:\/\/scholarship.claremont.edu\/jhm\/vol6\/iss1\/11\/\">lien<\/a>)<\/li>\n<li><span data-contrast=\"auto\">Bienveillance didactique<\/span><span data-ccp-props=\"{}\">\u00a0(<a href=\"https:\/\/www.researchgate.net\/publication\/355978033_Retombees_collaterales_d%27un_Teaching_Experiment_vers_une_bienveillance_didactique\">lien<\/a>)<\/span><\/li>\n<li><span data-contrast=\"auto\">Genevi\u00e8ve \u2013 CMESG<\/span><span data-ccp-props=\"{}\">\u00a0<\/span><\/li>\n<li><span data-ccp-props=\"{}\">Mathematics education research as study (<a href=\"https:\/\/flm-journal.org\/Articles\/C6917444EF5797DABC75A8C6E73B.pdf#page=3\">lien<\/a>)<\/span><\/li>\n<li>Mathematics Education (Reseach) Liberated from Teaching and Learning (<a href=\"https:\/\/scholarworks.umt.edu\/tme\/vol15\/iss1\/6\/\">lien<\/a>)<\/li>\n<li>Re-conting mathematics education with technology (<a href=\"https:\/\/flm-journal.org\/Articles\/1A197B4B3B3129F8226F3C96F5874C.pdf\">lien<\/a>)<\/li>\n<\/ul>\n<h3>\u00c9crits qui nous orientent<\/h3>\n<ul>\n<li><span data-contrast=\"auto\">Tree of knowledge, par H. Maturana et V. Varela<\/span><span data-ccp-props=\"{}\">\u00a0<\/span><\/li>\n<li><span data-contrast=\"auto\">Mindstrom, par S. Papert<\/span><\/li>\n<li><span data-contrast=\"auto\">Sitauted Cognitions, par J. Lave<\/span><span data-ccp-props=\"{}\">\u00a0<\/span><\/li>\n<li><span data-contrast=\"auto\">Proofs and Refutation, par I. Lakatos<\/span><\/li>\n<li><span data-contrast=\"auto\">Reconceiving Mathematics Instruction, par R. Borasi<\/span><\/li>\n<li><span data-ccp-props=\"{}\">Rediscovering the spirit of education after scientific management, par J. Neyland<\/span><\/li>\n<li><span data-ccp-props=\"{}\">Les enjeux du mobiles, par G. Chatelet<\/span><\/li>\n<li><span data-ccp-props=\"{}\">Philosophie des math\u00e9matiques, par L. Wittgenstein\u00a0<\/span><\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Le Laboratoire \u00c9pist\u00e9mologie et Activit\u00e9 Math\u00e9matique est un collectif de recherche en didactique des math\u00e9matiques. Les int\u00e9r\u00eats de recherche au sein du\u202fLaboratoire sont divers et touchent plusieurs dimensions relatives aux math\u00e9matiques scolaires et non-scolaires, \u00e0 leur pratique, ainsi qu\u2019\u00e0 leur enseignement. Mais, au-del\u00e0 de ces int\u00e9r\u00eats, ce qui rend le\u202fLaboratoire particuli\u00e8rement unique est son orientation&#8230;<\/p>\n","protected":false},"author":2,"featured_media":279,"parent":38,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"class_list":["post-185","page","type-page","status-publish","has-post-thumbnail","hentry"],"acf":[],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/leam.uqam.ca\/index.php?rest_route=\/wp\/v2\/pages\/185","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/leam.uqam.ca\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/leam.uqam.ca\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/leam.uqam.ca\/index.php?rest_route=\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/leam.uqam.ca\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=185"}],"version-history":[{"count":2,"href":"https:\/\/leam.uqam.ca\/index.php?rest_route=\/wp\/v2\/pages\/185\/revisions"}],"predecessor-version":[{"id":298,"href":"https:\/\/leam.uqam.ca\/index.php?rest_route=\/wp\/v2\/pages\/185\/revisions\/298"}],"up":[{"embeddable":true,"href":"https:\/\/leam.uqam.ca\/index.php?rest_route=\/wp\/v2\/pages\/38"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/leam.uqam.ca\/index.php?rest_route=\/wp\/v2\/media\/279"}],"wp:attachment":[{"href":"https:\/\/leam.uqam.ca\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=185"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}