A study of contradictions as a lever for continuing education: A case involving algebraic generalization activities / Étude de contradictions comme levier de formation continue: un exemple autour d’activités de généralisation algébrique

Abstract

Transforming the teaching practice involves the adoption of new methods that must engage teachers in reflecting on their practice (CSE, 2004; Day, 1999). The roles of the researcher are multiplying. His quest to understand the teaching/learning activity is mirrored by a concern to examine the teaching profession from more than just a normative standpoint, thereby contributing to the reflection on actions and participating in the decisions that will guide their interventions (Bednarz, 2009). Influenced by historical and cultural theories (Radford, 2011; Engestrom, 1999) and more specifically by the concept of contradiction, our communication illustrates our way of “grasping” the awareness process and the coming into being of generality layers linked to the development of algebraic thinking occurring in the various classrooms of the teachers we are supporting and acting as trainers with them.