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Fabrication de problèmes de fraction par des eleves a la fin de l'enseignement elementaire

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Résumé

Une expérience d'enseignement a été menée avec des élèves de Cours Moyen (Grade 4 et 5). Les élèves ont participé à une activité spécifiquement élaborée, la production de problèmes de fractions, à l'aide d'une terminologie spécifique, grâce à la production et à l'observation d'un ensemble de critères. Ainsi, les interactions au sein de la classe ont été organisées dans le but d'élaborer un système commun de significations, basé sur des outils sémiotiques appropriés, qui ont permis au maître et aux élèves de partager des significations mathématiques. De telles interactions nécessitent une négociation de nouvelles normes sociales qui détermine, pour le maître et les élèves, un nouveau contrat didactique.

Abstract

A longitudinal teaching experiment was conducted with fourth and fifth graders. Students participated in a specially designed activity, the production of fraction problems using a specific terminology developed through producing and applying a set of criteria. The interactions within the class were organised with the goal of developing a common system of meanings, based on appropriate semiotic tools, allowing teacher and students to share mathematical significations. Such interactions require a negotiation of new social norms determining, for teacher and students, a new didactic contract.

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Authors and Affiliations

  1. CIRADE, Université de Provence, 957, Ch. Font de Fillol, 83140, Six-Fours, France

    Gerard Sensevy

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  1. Gerard Sensevy
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Sensevy, G. Fabrication de problèmes de fraction par des eleves a la fin de l'enseignement elementaire. Educ Stud Math 30, 261–288 (1996). https://doi.org/10.1007/BF00304568

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