Régularités et variabilités des caractéristiques des exercices de mathématiques proposés dans les manuels de fin d’école primaire
In the learning of mathematics, solving exercises is an fundamental component for practice and deepening knowledge. This study examines the characteristics of exercises presented in ten textbooks used in the final year of primary education in France (Grade 5) within a teaching sequence focused on th...
Enregistré dans:
| 發表在: | URI:https://journals.openedition.org/adsc, |
|---|---|
| Auteurs principaux: | , |
| 格式: | Article ou chapitre numérique |
| 語言: | Français |
| 出版: |
Annales de Didactique et de Sciences Cognitives
2025
|
| 主題: | |
| 在線閱讀: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| 總結: | In the learning of mathematics, solving exercises is an fundamental component for practice and deepening knowledge. This study examines the characteristics of exercises presented in ten textbooks used in the final year of primary education in France (Grade 5) within a teaching sequence focused on the ordering of decimal numbers. Drawing on activity theory in mathematics didactics, we developed a systematic analytical framework. Our analysis reveals significant variability among the exercises proposed in the ten textbooks on this content. However, we also identified certain general trends: exercises mainly aimed at the direct application of knowledge with little contextualization, few changes in register, and mainly offered during the lesson and before assessment. These results highlight a predominant focus in textbook exercises toward practicing procedural skills rather than fostering deeper conceptual understanding. |
|---|