Articulations entre les techniques travaillées dans un dispositif d’aide préventif en mathématiques et en classe : proposition d’une classification
Our research team has been working on the development of aid sessions aimed at students with difficulties in mathematics, that take place prior to a classroom lesson and that aim at preparing these students to fully engage into classroom activity. One of the main issues during the development of eac...
Salvato in:
| Pubblicato in: | URI:https://journals.openedition.org/adsc, |
|---|---|
| Autori principali: | , , , , , , |
| Natura: | Article ou chapitre numérique |
| Lingua: | Français |
| Pubblicazione: |
Annales de Didactique et de Sciences Cognitives
2025
|
| Soggetti: | |
| Accesso online: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Riassunto: | Our research team has been working on the development of aid sessions aimed at students with difficulties in mathematics, that take place prior to a classroom lesson and that aim at preparing these students to fully engage into classroom activity. One of the main issues during the development of each aid session is the necessity to prescisely articulate the content of the aid session with the classroom task. In order to clarify under which conditions the articulation of the aid session and the classroom task optimizes the functions of the aid session, we elaborated a classification of possible articulations. We conducted a new classroom experimentation and based our analysis of the articulations between aid sessions and classroom tasks on concepts from the anthropological theory of the didactic and the joint action theory in didactics. |
|---|