Fraction à l’école primaire en France : un « objet » à (re)questionner ?
We aim to identify in this text what may pose difficulties in teaching and learning fractions at school in the French educational context. Different experiments conducted over several years within an LéA (Associated educational Place) are studied and discussed in relation to institutional requiremen...
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| Pubblicato in: | URI:https://journals.openedition.org/adsc, |
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| Autori principali: | , |
| Natura: | Article ou chapitre numérique |
| Lingua: | Français |
| Pubblicazione: |
Annales de Didactique et de Sciences Cognitives
2024
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| Soggetti: | |
| Accesso online: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Riassunto: | We aim to identify in this text what may pose difficulties in teaching and learning fractions at school in the French educational context. Different experiments conducted over several years within an LéA (Associated educational Place) are studied and discussed in relation to institutional requirements, as well as research work in the field of Mathematics Education. We test different tasks in the mathematics class that are not commonly used in the French curriculum and discuss their potential and limitations. This allows us to contribute to a broader perspective on the teaching and learning of fractions in France and elsewhere. |
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