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Implication de l'analyse de productions d'élèves dans la formation des maîtres du primaire

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Abstract

Several studies have shown that pre-service teachers enter their pre-service training with already formed conceptions pertaining to teaching and learning. Pre-service teachers are considered as epistemologically complex beings with varying postures they adopt according to differing contexts. This article looks at the meanings pre-service teachers attribute to pupil errors and how these meanings evolved over the course of a 15 week course in mathematics education. Pre-service teachers were interviewed at two intervals during their first semester: at mid session and at the end. First, we identified the various kinds of analyses they brought to bear upon pupil errors as well as the interventions they suggested to rectify these errors. Then, we conducted a statistical analysis of the changes in the type of interventions suggested. Four trend indicators were created to help understand these changes. When analysing pupil's errors, pre-service teachers identified specific conceptual elements without situating them within a global context. This led to piecemeal interventions about how pupils ought to correct their errors. In conclusion, pre-service teachers' appear to base their analyses of pupils's errors upon an epistemological positioning ween title ‘former-pupil stance‘. This stance seems to create a resistance to changing their conceptions regarding the teaching and learning of mathematics.

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Authors and Affiliations

  1. Université Laval, Canada

    Lucie DeBlois

  2. Université de Sherbrooke, Canada

    Hassan Squalli

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  1. Lucie DeBlois
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  2. Hassan Squalli
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DeBlois, L., Squalli, H. Implication de l'analyse de productions d'élèves dans la formation des maîtres du primaire. Educational Studies in Mathematics 50, 212–237 (2002). https://doi.org/10.1023/A:1021116014594

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