THE TEACHING OF MODELLING IN FRANCE: RELATION BETWEEN MATHEMATICAL AND EXTRA-MATHEMATICAL TOPICS

We present an exploratory research studying the teaching of modelling in elementary school. This research will use the theoretical framework of Chevallard's anthropological theory of didactic and will be limited to the French case. We will show that modelling can be designated as knowledge to be taught. Mathematical knowledge has to be defined in contrast with extra-mathematical knowledge and specific questions related to the articulation between these two kinds of knowledge occur. Here are challenges for the construction of curriculum and teachers 's training and resources.