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The Drift of Active Methods in French Vocational Mathematics (1945-1953)

How the concrete, inductive 'active methods' prescribed for the centres d'apprentissage slid from a pedagogy grounded in pupils' interests to a doctrine grounded in their supposed incapacity for abstraction — with published model lessons whose questions contained their own answers, confining pupils to manipulation rather than reasoning.

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Teaching mathematics, practical teaching and active methods in vocational schools (1945-1953)

Xavier Sido (Universite de Lille, Theodile-CIREL) traces, in French, the pedagogy prescribed for mathematics in the French centres d'apprentissage - the three-year vocational centres created in 1945 …

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