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Master Thesis

Le rôle du langage et des représentations dans la conceptualisation du nombre grammatical au cycle 2

Abstract : The teaching-learning of the grammatical number is regarded as problematic in French. Despite an early introduction in the francophone classes, its teaching very anchored in a written approach which is exclusively orthographic, seems to neglect important elements to take into account, since the first linguistic learning, for the development of this concept by the pupils. In a first part, this study draws up a situation on the teaching-learning in the 2nd cycle (5-7 years) by interrogating prescriptive texts, textbooks, as well as teaching practice. In the second part, the study proposes new directions for reflection and action to teach the grammatical number, taking into account the necessary different linguistic skills for this learning. For this purpose, it relies on our former analysis and on research works in didactic of the mathematics, phonology, linguistic and French didactic.
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Master Thesis
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https://dumas.ccsd.cnrs.fr/dumas-00772007
Contributor : Uga - Bulles <>
Submitted on : Wednesday, January 9, 2013 - 5:18:04 PM
Last modification on : Tuesday, May 11, 2021 - 11:36:17 AM
Long-term archiving on: : Wednesday, April 10, 2013 - 3:56:01 AM

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  • HAL Id : dumas-00772007, version 1

Citation

Isabelle Gloux. Le rôle du langage et des représentations dans la conceptualisation du nombre grammatical au cycle 2. Sciences de l'Homme et Société. 2012. ⟨dumas-00772007⟩

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