Effet de la mastérisation sur l’expertise des étudiants et professeurs des écoles stagiaires en résolution de problèmes de proportionnalité
The impact of the evolution into master courses on the expertise in proportinality problem solving among students and primary school trainee teachers. The aim of the research is to assess, in the French context, the impact of the evolution of the teachers trainings into master courses on the develop...
محفوظ في:
| الحاوية / القاعدة: | URI:https://journals.openedition.org/adsc, |
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| المؤلفون الرئيسيون: | , , , |
| التنسيق: | Article ou chapitre numérique |
| اللغة: | Français |
| منشور في: |
Annales de Didactique et de Sciences Cognitives
2022
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| الموضوعات: | |
| الوصول للمادة أونلاين: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| الملخص: | The impact of the evolution into master courses on the expertise in proportinality problem solving among students and primary school trainee teachers. The aim of the research is to assess, in the French context, the impact of the evolution of the teachers trainings into master courses on the development of the expertise in proportionality problem solving. For this purpose, we will describe three successive periods from 2008 to 2015, each representing a teaching model. We will consider, for each of these models, the added value of every education year, the influence of the competitive exam, the specifics of the obtained licence. The exploitation of a questionnaire, constituted by 19 scaling and elargement problems, proposed to 1138 students, allows to check if the studied education model has an effect on the success and failures patterns, a as well as the levels of expertise that ensues. |
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