Une dimension particulière de la réflexivité : « les mathématiques comme problème professionnel » à la base d’un dispositif de formation initiale en didactique des mathématiques

This article compiles a number of studies carried out in our math didactics lab – the “LADIMATH” – related to the initial training of math teachers teaching at the lycée level (ages 15 to 18) and, more specifically, a research question involving a particular aspect of reflexivity: “mathematics as a professional problem.” We describe a model used in the initial training of math teachers at the University of Liège that is influenced in various ways by the epistemology of questioning mathematical knowledge throughout the training. In this article we illustrate the use of this approach in two areas: mathematical analysis and geometry. © 2019, Ontario Institute for Educat. Studies.