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Master Thesis

Comment utiliser le cadre de la problématisation pour amener des élèves de CE2 à progresser en résolution de problèmes ?

Abstract : Currently, national and international surveys (PISA and TIMSS), which make it possible to assess the relevance of a country's teaching, show that French students have difficultiesin French and in problem solving. Problem solving is a domain that should be at the heart of students' mathematical activity throughout their compulsory schooling. In order for students to acquire this scientific knowledge, they need to build it up by thinking about it. Problem-based learning enables students to actually construct scientific knowledge or, as in this case, problem-solving knowledge In this paper, we have focused on the use of problematization, explicitness, and tutoring frameworks to help third-grade students improve their problem-solving skills. To do this, we set up a sequence of six sessions in a third grade classroom. During this sequence, some students were designated as tutor students and others as utored students.
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Master Thesis
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https://dumas.ccsd.cnrs.fr/dumas-03140347
Contributor : Bibliothèque Inspé Académie Nantes <>
Submitted on : Friday, February 12, 2021 - 5:19:17 PM
Last modification on : Sunday, February 14, 2021 - 3:23:30 AM
Long-term archiving on: : Friday, May 14, 2021 - 9:34:14 AM

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  • HAL Id : dumas-03140347, version 1

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Manon Crouillé. Comment utiliser le cadre de la problématisation pour amener des élèves de CE2 à progresser en résolution de problèmes ?. Education. 2020. ⟨dumas-03140347⟩

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