[en] The use of cinema as didactical resource in the Mathematics classroom has interested several authors and teachers during the last years, mainly because of its power to motivate students. On this point, suggestive compilations of scenes containing mathematical references, detailed analysis of movies closely related to Mathematics and even didactical materials to be used in the classroom have been developed. This article proposes a theoretical framework for designing classroom sequences based on the didactical situation which can arise from movies or fiction series scenes. In order to develop such a framework, we follow a didactical engineering process, taking into account some specific characteristics, as the one related to the didactical transposition, as it is required to consider the mathematic knowledge within the chosen scene, overall the way it appears. As well, a classroom experience is described, designed following the mentioned guidelines and implemented in the course of a collaborative project between two secondary education centers, where a significant motivation increase has been detected, due to using mathematical situations from the real world (or from fictional contexts but which can be easily assimilated by the students). There was also evidence about the fact that the designed didactical sequences allow to reduce the cognitive gap required to acquire certain mathematical concepts, because of the scenes provide additional information within an extra-mathematical context. Therefore, our proposal establishes some basic considerations in order to efficiently design didactical sequences using movie scenes as a resource, underlining its power to motivate as well as its facilitating ability when introducing new mathematical concepts to our students.

[fr] Divers auteurs et professeurs se sont int?ress?s dans les derni?res ann?es ? l?usage du cin?ma et les s?ries de Tv comme ressource didactique aux Math?matiques dans l??ducation secondaire, il est d? principalement ? la motivation que ce moyen produit chez les ?l?ves. ? ce sujet, des r?sum?s suggestifs de sc?nes ont ?t? ?labor?s avec des r?f?rences math?matiques, des analyses d?taill?es de films avec une forte relation avec les math?matiques et, m?me, les mat?riels didactiques pour ?tre employ?s dans la classe. L?article pr?sent propose un cadre th?orique initial pour le dessin de s?quences de salle bas?es sur les situations didactiques qui peuvent ?tre g?n?r?es ? partir des fragments de films ou de s?ries. Pour cela, on suit un processus d?ing?nierie didactique, dans lequel certaines particularit?s sont tenues en compte, comme celle qui fait r?f?rence ? la transposition didactique, car il devient n?cessaire de consid?rer laquelle est la connaissance en jeu ? l?int?rieur du fragment et comment il appara?t. De la m?me mani?re, on pr?sente une exp?rience de classe dessin?e selon ce processus dans le sein d?un projet de collaboration entre deux centres d??ducation secondaire, o? une augmentation a ?t? v?rifi?e dans la motivation des ?l?ves, gr?ce ? travailler avec les situations math?matiques du monde r?el (ou fictif mais assimilable par eux). Ils se sont aussi trouv?s des indices de que les s?quences didactiques telles dessin?es permettent de diminuer le saut cognitif n?cessaire pour acqu?rir des certains concepts, en fournissant de l?information additionnelle dans un contexte non math?matique. Notre proposition, par cons?quent, v?rifie une s?rie de fondements basiques et de consid?rations pour un dessin efficient de s?quences didactiques en utilisant des fragments de films comme ressource didactique, en soulignant tant son but motivant comme qui permet l?introduction de concepts math?matiques.