Abstract EN:

This thesis aims is to bring a new perspective on personal and autonomous techniques to study Mathematics. We are interested in the resources used, the function they have within the study, and the actions students carry out outside the classroom to do their homework.The resources they use can be material, digital or human and the “milieu” they create can come from teachers or be given by themselves, sometimes with the help of a third party: parents, brothers, sisters… This is why the analysis can’t be done without taking into account what is proposed at school, namely mathematical and didactic organizations and social representations.In particular, we describe the links between the didactic form given to the study and the social dimensions of what pupils, families and different study helpers understand by studying Mathematics. Our hypothesis is to consider different positions of students in relation to the institution: the good, the medium and the weak level.We will consider an anthropological approach, using the latest developments in ATD. The research process uses quantitative questionnaire analysis and clinical methodology. The population surveyed is a representative sample of Auvergne students, particularly during the time of Mathematics tests revisions as a key moment in personal study.