Analysis of teachers' practices: The case of fraction teaching at the end of primary school in France
Résumé
My study deals with Institutionalization Process in French primary school. Institutionalization Process (IP) is defined in the Theory of Didactical Situations (TSD) as a process enabling to decontextualize and depersonalize knowledge. I focused both on what decontextualizing and depersonalizing imply in teachers' actions and on knowledge exposure, proposed by teachers. I particularly focused on fraction teaching at the end of primary school. My methodology allowed me to collect everything that is said diffused about fractions.
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