Comment initier en mathématiques la production d’une notation et ses usages à partir de l’activité des élèves ?
We seek to describe verbal and non verbal interactions and how a teacher teaches mathematics in a learning situation where the production of mathematical concepts and a marking-system is developed from the pupils’ activity with the teacher’s guidance. We will describe the initial stages of teaching...
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| Main Authors: | , |
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| Format: | Article |
| Language: | fra |
| Published: |
Nantes Université
2011-10-01
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| Series: | Recherches en Éducation |
| Subjects: | |
| Online Access: | https://journals.openedition.org/ree/8928 |
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| Summary: | We seek to describe verbal and non verbal interactions and how a teacher teaches mathematics in a learning situation where the production of mathematical concepts and a marking-system is developed from the pupils’ activity with the teacher’s guidance. We will describe the initial stages of teaching fractions to 10 year-old pupils from primary school, and more specifically the pupils’ elaboration of a means to designate sizes much smaller than single units, such as the thickness of a sheet of paper (much less than a millimeter, requiring a slide rule for measurement), the mass of a nail (well below the level of sensitivity on the Roberval balance), or the capacity of a thimble etc. We show how a teacher together with the pupils, manages to develop common reference points, objectives and rules, in other words a shared learning-environement. |
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| ISSN: | 1954-3077 |