Repérer les démarches en résolution de problèmes d’un élève de grade 2 par l’analyse de ses procédures : influence de la taille des nombres
The research reported in this article is to provide a detailed description of the activity of a grade 2 pupil when solving arithmetical problems with verbal statements concerning additive structures. This challenge has the particularity of being addressed using tools drawn primarily from didactics o...
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| Gepubliceerd in: | URI:https://journals.openedition.org/adsc, |
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| Hoofdauteurs: | , , , , , |
| Formaat: | Article ou chapitre numérique |
| Taal: | Français |
| Gepubliceerd in: |
Annales de Didactique et de Sciences Cognitives
2024
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| Onderwerpen: | |
| Online toegang: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Samenvatting: | The research reported in this article is to provide a detailed description of the activity of a grade 2 pupil when solving arithmetical problems with verbal statements concerning additive structures. This challenge has the particularity of being addressed using tools drawn primarily from didactics of mathematics. We have revisited the modelling of the activity in solving arithmetical problems with verbal statements proposed by Verschaffel and De Corte (1997, 2008) as well as the definition of approach, which constitute significant contributions at the theoretical level. We have developed an innovative methodology which, when put to the test, has enabled us to identify new results concerning a pupil's activity. They shed new light on the link between the “size” of the numbers present in verbal statements of arithmetical problems concerning additive structures and the approaches taken by a grade 2 pupil. |
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