Quelles fonctions de deux systèmes didactiques auxiliaires destinés à des élèves en difficulté lors de la résolution d'une situation-problème mathématique ?
Solving mathematical problems is a major challenge for students with difficulties. In this article, we examine an assistance system tested by an elementary school teacher during a two-year collaborative research. This system consists of setting up two auxiliary educational systems (AES), in the form...
में बचाया:
| में प्रकाशित: | URI:https://journals.openedition.org/adsc, |
|---|---|
| मुख्य लेखकों: | , , , , , |
| स्वरूप: | Article ou chapitre numérique |
| भाषा: | Français |
| प्रकाशित: |
Annales de Didactique et de Sciences Cognitives
2022
|
| विषय: | |
| ऑनलाइन पहुंच: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| सारांश: | Solving mathematical problems is a major challenge for students with difficulties. In this article, we examine an assistance system tested by an elementary school teacher during a two-year collaborative research. This system consists of setting up two auxiliary educational systems (AES), in the form of a work session with the students presumed by the teacher to be having trouble, that is held prior to the solving of the problem with the whole class and another work session held after the solving of the problem. Within the AES, the teacher explains the problem to the students, and discusses concepts with the student regarded as prerequisites by the teacher. In the AES held after the solving of the problem, the teacher revisits the institutionalisation made with the whole class. In this article, we analyze the potential functions of our assistance system through the triple dimensions identified by Sensevy et al. (2000): Chronogenesis, mesogenesis and topogenesis. |
|---|