Concepts philosophiques de l'insubordination créative dans la recherche en ethnomodélisation
DOI :
https://doi.org/10.23925/1983-3156.2022v24i2p353-383Mots-clés :
Insubordination créative, Ethnomodélisation, Approche globale, Approche glocale, Approche localeRésumé
L'application des méthodes de modélisation est significative pour les chercheurs et les éducateurs lorsque ces professionnels examinent les modèles mathématiques développés par les membres de cultures distinctes. Actuellement, une question importante dans l'enseignement des mathématiques est sa tendance à valoriser une orientation locale dans son paradigme de recherche. Ainsi, la recherche de méthodologies innovantes telles que l'ethnomodélisation est nécessaire pour enregistrer les formes historiques des idées, procédures et pratiques mathématiques développées dans divers contextes culturels. Cependant, l'ethnomodélisation n'est pas une tentative de remplacer les mathématiques scolaires/académiques mondialisées, mais il est nécessaire de reconnaître l'existence de connaissances mathématiques locales dans le programme scolaire. Ce contexte a permis l'émergence de l'insubordination créative de l'ethnomodélisation en évoquant une perturbation qui a provoqué une révision des règles et règlements du processus de modélisation mathématique. Ce processus a déclenché un débat sur la nature des mathématiques par rapport à la culture en proposant un dialogue entre les approches locales et globales de manière dialogique. Ainsi, le principal objectif de cet article est de discuter de la philosophie de l'ethnomodélisation en tant qu'insubordination créative de l'enseignement des mathématiques et aussi en tant que processus de glocalisation.
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