Skip to Main content Skip to Navigation
Master Thesis

Une progression de problèmes ouverts pour mieux engager les élèves dans la recherche en résolution de problèmes arithmétiques

Abstract : Problem solving is at the heart of the official mathematics programs of elementary school, but it is still a source of questioning regarding the way to teach it, especially in how to involve the whole classroom in research. Different studies on that matter underline the necessity of working on different types of problems, the necessity of proof by using a specific language and the importance of supporting devolution process. We questioned the opportunity to improve results of the whole classroom on simple arithmetic problems. The experimental process relies on two series of three problems of research and an evaluation in solving arithmetic problems and is supported by encouraging co-working between schoolchildren and with a special attention regarding the involvement and devolution process. My conclusions, slightly undermined by the pandemic, still lets me thinking that this experimentation would enable any schoolchild to have a better commitment in the research process.
Document type :
Master Thesis
Complete list of metadata

https://dumas.ccsd.cnrs.fr/dumas-03121851
Contributor : Inspe Uga Connect in order to contact the contributor
Submitted on : Tuesday, January 26, 2021 - 4:14:31 PM
Last modification on : Tuesday, August 3, 2021 - 3:22:19 AM

File

FESNEAU-Mem-PE.pdf
Files produced by the author(s)

Identifiers

  • HAL Id : dumas-03121851, version 1

Collections

Citation

Alice Fesneau. Une progression de problèmes ouverts pour mieux engager les élèves dans la recherche en résolution de problèmes arithmétiques. Education. 2020. ⟨dumas-03121851⟩

Share

Metrics

Record views

19

Files downloads

19