Connaissances cachées en résolution de problèmes arithmétiques ordinaires à l’école
This paper contributes to determine student’s knowledge involved in arithmetic word problem solving, that are ignored by mathematics education research but discriminate reinvestment problems solving students: among these skills the use of a modeling approach (models are the arithmetic operations), d...
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| Publicado no: | URI:https://journals.openedition.org/adsc, |
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| Autor principal: | |
| Formato: | Article ou chapitre numérique |
| Idioma: | Français |
| Publicado em: |
Annales de Didactique et de Sciences Cognitives
2026
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| Assuntos: | |
| Acesso em linha: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Resumo: | This paper contributes to determine student’s knowledge involved in arithmetic word problem solving, that are ignored by mathematics education research but discriminate reinvestment problems solving students: among these skills the use of a modeling approach (models are the arithmetic operations), different types of controls and the qualification. This paper shows how rich is a clinical approach after the solving session to discover ignored knowledge and feeds current (study of semiotic tools) and upcoming researches (controls and qualification) in relation to flexibility. |
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