The induction-deduction opposition: Ambiguities and complexities of the didactic reality

An analysis of some of the scientific literature reveals that the terms ''induction'' and ''deduction'' often point to various concepts. A number of modalities need to be discerned, especially in the realm of ''induction''. Experimental comparisons of different methodological approaches may also neglect, to some extent, the complexities of what is really taking place in the classroom setting. The purpose of this article is not to take sides in the methodological controversy, but to contribute to a greater awareness of terminology identification and of the tangents, plural forms and crossings between didactic strategies that draw on ''induction'' or ''deduction''.