Les stratégies des futurs instituteurs dans la résolution de taches sur les fonctions. Approche ponctuelle ou approche coordonnée ?
The aim of this research was to contribute to the understanding of the point wise and coordinated approaches pre-service teachers develop and use in solving function tasks, and to examine which approach is more correlated with their ability in solving verbal complex problems. The study was conducted...
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| Publicado no: | URI:https://journals.openedition.org/adsc, |
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| Auteurs principaux: | , |
| Formato: | Article ou chapitre numérique |
| Idioma: | Français |
| Publicado em: |
Annales de Didactique et de Sciences Cognitives
2024
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| Assuntos: | |
| Acesso em linha: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Resumo: | The aim of this research was to contribute to the understanding of the point wise and coordinated approaches pre-service teachers develop and use in solving function tasks, and to examine which approach is more correlated with their ability in solving verbal complex problems. The study was conducted in three phases. Participants were 548 pre-service teachers. A test consisted of seven tasks was administrated to all the participants. Results were similar in all phases, indicating the stability of teachers’ approaches and providing support for their intention to use the algebraic approach. Teachers who were able to use the coordinated approach had better results in problem solving. |
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