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1 avril 2022
- handle: 10670/1.kuqr2a
- hal: hal-03636678
- doi: 10.1007/978-3-030-90850-8_9
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info:eu-repo/semantics/altIdentifier/doi/10.1007/978-3-030-90850-8_9
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Jean-Baptiste Lagrange et al., « Instrumental Genesis in the Theory of MWS: Insight from Didactic Research on Digital Artifacts », HAL-SHS : sciences de l'éducation, ID : 10.1007/978-3-030-90850-8_9
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The central focus of this chapter is the relationship between the notions introduced by Vérillon and Rabardel (1995), 'artefact' and 'instrumental genesis', and the homonym notions in the theory of MWS. Following a brief overview of the Piagetian and Activity Theory perspectives which inspired Vérillon and Rabardel, we explore how didactic research on digital artefacts developed two viewpoints on the instrumental genesis: psychological and institutional. The idea of instrumental genesis in the theory of MWS is consistent with the concept of instrumented mediation by Vérillon and Rabardel, but is a more focused notion, since MWS include two additional geneses, semiotic and discursive. The theory of MWS moreover does not theorize about the mediation and as such, in a particular situation where a digital artefact is used, both viewpoints will be helpful. Regarding the poles of the instrumental genesis, we propose characterizing a digital artefact by the underlying data representations and algorithmic treatments, and constructions as data-result models of mathematical configurations, taking advantage of the representations and algorithms in the artefact.