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Quelles fonctions potentielles d'un dispositif d'aide pour soutenir la résolution d'une situation-problème mathématique chez des élèves en difficulté du primaire?

Abstract : Solving mathematical situation-problems is a major challenge for at-risk students. In this article, we analyze an assistance system tested by a second-cycle elementary school teacher. This system consists of setting up an auxiliary educational system (AES), in the form of a work session with students presumed to be having trouble, two days before the students are asked to solve a situation-problem in class. Within this AES, the teacher explains the situation-problem and asks the students to think about what they will do in class two days later. We identified four potential functions of this system. (1) A chronogenetic function, which manifests through the extra time given to at-risk students and the opportunity to get acquainted with the problem before it comes up in the classroom, (2) A topogenetic function, which could help at-risk students take on their position as students, (3) a mesogenetic function, which gives them the opportunity to get acquainted with the parameters of the situation-problem and (4) a dialectic between the suspension and anticipation of action. We present what these potential functions involve and investigate the viability conditions of this auxiliary educational system.
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Contributor : Teresa Assude <>
Submitted on : Tuesday, April 10, 2018 - 6:06:50 PM
Last modification on : Tuesday, September 17, 2019 - 11:02:02 AM

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  • HAL Id : hal-01714821, version 1

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Laurent Theis, Teresa Assude, Jeanette Tambone, Marie-Pier Morin, Jeanne Koudogbo, et al.. Quelles fonctions potentielles d'un dispositif d'aide pour soutenir la résolution d'une situation-problème mathématique chez des élèves en difficulté du primaire?. Éducation et francophonie, Association canadienne d’éducation de langue française, 2014, XLII (2), pp.158-172. ⟨hal-01714821⟩

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