{"id":379,"date":"2024-10-01T13:42:56","date_gmt":"2024-10-01T13:42:56","guid":{"rendered":"https:\/\/leam.dev.uqam.ca\/?p=379"},"modified":"2024-10-01T14:18:31","modified_gmt":"2024-10-01T14:18:31","slug":"ethique-et-activite-mathematique","status":"publish","type":"post","link":"https:\/\/leam.uqam.ca\/?p=379","title":{"rendered":"\u00c9thique et activit\u00e9 math\u00e9matique"},"content":{"rendered":"<p>Une dimension un peu surprenante de nos recherches autour des interactions en classe de math\u00e9matiques concerne les <strong>enjeux<\/strong> <strong>\u00e9thiques<\/strong> qui \u00e9mergent de ces moments d&rsquo;apprentissage. Loin de se cantonner \u00e0 l&rsquo;acquisition de savoirs abstraits, nos travaux mettent en lumi\u00e8re l&rsquo;importance du faire-ensemble, de la responsabilit\u00e9 et de l&rsquo;alt\u00e9rit\u00e9. Inspir\u00e9s par Levinas, nous posons l&rsquo;\u00e9thique comme fondement de toute pratique p\u00e9dagogique, o\u00f9 chaque \u00e9l\u00e8ve, chaque enseignant, contribue \u00e0 la co-construction d\u2019un savoir v\u00e9ritablement partag\u00e9. Ces r\u00e9flexions concernent aussi beaucoup la recherche et nos responsabilit\u00e9s \u00e9thiques comme chercheurs en didactique des math\u00e9matiques.<\/p>\n<p>\u00c0 travers nos \u00e9crits, nous proposons de red\u00e9finir l\u2019enseignement des math\u00e9matiques comme une rencontre entre les individus, un espace o\u00f9 la diversit\u00e9 des perspectives enrichit le processus d\u2019apprentissage. Cette approche, que nous appelons \u00e9thique du faire-ensemble, transcende les m\u00e9thodes traditionnelles pour valoriser la richesse des contributions de chacun. En classe, cela cr\u00e9e un climat o\u00f9 les \u00e9l\u00e8ves et les enseignants se sentent non seulement capables, mais motiv\u00e9s \u00e0 produire des math\u00e9matiques qui ont du sens, tant pour eux que pour le groupe.<\/p>\n<p>En repensant le r\u00f4le de l\u2019\u00e9thique au sein des pratiques math\u00e9matiques, nous proposons une r\u00e9flexion profonde sur les vis\u00e9es de l&rsquo;\u00e9ducation math\u00e9matique, et la mani\u00e8re de la mettre au service de la rencontre, la d\u00e9couverte et le dialogue&#8230; math\u00e9matique!<\/p>\n<p>Quelques textes \u00e0 ce propos:<\/p>\n<ul>\n<li>Proulx, J. et Maheux, J.F. (2012). <a href=\"https:\/\/jfmaheux.uqam.ca\/publications\/ProulxMaheux2012ConnaitreGDM.pdf\">De la connaissance au faire: essai pour un nouveau positionnement en didactique des math\u00e9matiques<\/a>. Pr\u00e9sentation au GDM, Qu\u00e9bec<\/li>\n<li>Maheux, J.F., Swanson, D. &amp; Khan, S. (2012). <a href=\"https:\/\/jfmaheux.uqam.ca\/publications\/Maheux2011EthicsAndCurriculum_DRAFT.pdf\">From Text to Pretext: An Ethical Turn in Curriculum Work<\/a>. In T. Mason &amp; R.J. Helfenbein (Eds.), <em>Ethics and International Curriculum Work: The Challenges of Culture and Context<\/em> (pp. 143\u2013171). Information Age Publishing.<\/li>\n<li>Maheux, JF., &amp; Proulx, J. (2017). <a href=\"https:\/\/doi.org\/10.7202\/1040726ar\">\u00c9thique et activit\u00e9 math\u00e9matique<\/a>. <em>\u00c9ducation et Francophonie<\/em>, <em>45<\/em>(1), 174-194.<\/li>\n<li>Maheux, J.F. (2024). <a href=\"https:\/\/jfmaheux.uqam.ca\/publications\/MAHEUX2024EthicsRichnessBeingMathEd.pdf\">Ethics and the Richness of Being in\/for Mathematics Education Research<\/a>. In Ernest, P. (Ed). <em>Ethics and Mathematics Education: The Good, the Bad and the Ugly<\/em>. Springer.<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Une dimension un peu surprenante de nos recherches autour des interactions en classe de math\u00e9matiques concerne les enjeux \u00e9thiques qui \u00e9mergent de ces moments d&rsquo;apprentissage. Loin de se cantonner \u00e0 l&rsquo;acquisition de savoirs abstraits, nos travaux mettent en lumi\u00e8re l&rsquo;importance du faire-ensemble, de la responsabilit\u00e9 et de l&rsquo;alt\u00e9rit\u00e9. Inspir\u00e9s par Levinas, nous posons l&rsquo;\u00e9thique comme&#8230;<\/p>\n","protected":false},"author":2,"featured_media":382,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[25,26],"tags":[],"class_list":["post-379","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-instantane","category-intantane_recent"],"acf":[],"jetpack_featured_media_url":"https:\/\/leam.uqam.ca\/wp-content\/uploads\/2024\/10\/Designer-8.png","jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/leam.uqam.ca\/index.php?rest_route=\/wp\/v2\/posts\/379","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/leam.uqam.ca\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/leam.uqam.ca\/index.php?rest_route=\/wp\/v2\/types\/post"}],"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=379"}],"version-history":[{"count":1,"href":"https:\/\/leam.uqam.ca\/index.php?rest_route=\/wp\/v2\/posts\/379\/revisions"}],"predecessor-version":[{"id":381,"href":"https:\/\/leam.uqam.ca\/index.php?rest_route=\/wp\/v2\/posts\/379\/revisions\/381"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/leam.uqam.ca\/index.php?rest_route=\/wp\/v2\/media\/382"}],"wp:attachment":[{"href":"https:\/\/leam.uqam.ca\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=379"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/leam.uqam.ca\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=379"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/leam.uqam.ca\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=379"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}