Didactic engineering between research and resources for teacher education and training ; L’ingénierie didactique entre recherche et ressource pour l’enseignement et la formation des maîtres ; A Engenharia Didática entre Pesquisa e Recurso para o Ensino e a Formação de Professores

International audience ; Didactic engineering (DI) played a fundamental role in the development of mathematical didactics in France as a research methodology and was at the heart of the development of the theory of didactic situations (TDS) and also other theoretical frameworks such as the dialectic tool-object (DOO) and settins interplay (DOUADY, 1987, 1994). DI developed jointly and in interaction with the development of these theories throughout the 1980s. Here we try to identify the issues, seeming essential to us, based on these previous references, while remaining mainly within the framework of TDS, eventually associated with other frameworks.In the first part, we try to explain why didactic engineering is intimately linked to the development of "didactique" in France and we give a first definition and a first description. In the second part, we develop DI as a methodology for research from the point of view of the TS by linking it to fundamental points of this theory and we illustrate it mainly by the example of an ancient research on the areas (Douady and Perrin-Glorian, 1989), which leads us to develop also some elements of the tool-object dialectic and setting interplay that we connect to TDS. In the third part, we focus more specifically on didactic engineering as a resource for teacher education and training (Perrin-Glorian, 2011) by illustrating it with a research on the teaching of geometry in elementary school and the training of teachers in this field (Mangiante and Perrin-Glorian, forthcoming). ; L’ingénierie didactique (ID) a joué un rôle fondamental dans le développement de la didactique des mathématiques en France comme méthodologie de recherche et elle a été au cœur du développement de la théorie des situations (TS) et aussi d’autres cadres théoriques comme la dialectique outil objet (DOO) et le jeu de cadres (DOUADY, 1987, 1994). L’ID s’est précisée conjointement et en interaction avec le développement de ces théories au long des années 80. Nous essayons ici de dégager les points qui nous ...