La prise en compte de l’erreur en mathématiques, une double enquête auprès d’enseignants de CM2
Two studies have been carried out on mathematics teaching practices and the question of how error is taken into account in this teaching. The first is a large-scale survey of over 1,300 teachers of 5th grade pupils; the second is a collaborative research project carried out in a LéA on numerical pro...
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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
2025
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| Soggetti: | |
| Accesso online: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Riassunto: | Two studies have been carried out on mathematics teaching practices and the question of how error is taken into account in this teaching. The first is a large-scale survey of over 1,300 teachers of 5th grade pupils; the second is a collaborative research project carried out in a LéA on numerical problem solving at this same school level. The quantitative research divided the respondents into five groups, characterized by their teaching practices and, in particular, the way in which errors are taken into account in teaching. As the teachers involved in the LéA completed the questionnaire of the large-scale survey, a comparison of the two studies was carried out. It is this comparison that is the subject of this article. |
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