L’enseignement du parallélisme en géométrie en classe de 4eme au Cameroun : Quelles stratégies didactiques pour permettre aux élèves de s’approprier les propriétés et les mettre en œuvre

Abstract

The object of our study concerns the teaching of parallelism in third year of secondary school, the sense that this concept has in the pupils eyes and the use of its properties in problems solving. Many difficulties are met in productions of the pupils in mathematics which some concern, the use of the properties relative to the parallel line.The thesis which we defend is that, for putting in functioning parallel line properties to the pupil of the third year of secondary school, the concept of parallel line had to acquire a sense to them.To defend our thesis we have divided our work into two parts. In the first part, we present reviews of former work in relation to our problem; we also present the theoretical elements necessary for our work. In the second part we present the results of an experiment conducted with pupils of third year class of secondary School in Yaoundé. It took place in two phases; we propose a questionnaire to pupils outside class on parallel lines. Following this questionnaire, we have built a didactic situation that we have devoted to a group of pupils beginning the third year class of secondary school.The questionnaire allowed us to identify the representations of pupils about the concept of parallel lines. The didactic situation helped to cause debate and bring out the difficulties related to the discovery of the object in. The results of this situation directed us to an approach to the teaching of parallelism that from our point of view will enable pupils to acquire the knowledge on the concept and to mobilize them in problem-solving situation.