Abstracts
Résumé
Nous présentons une analyse rétrospective de l’expérimentation réalisée auprès d’élèves de 6 à 8 ans au Québec pendant trois ans. Inspirés par les travaux de Davydov, nous avons conçu des activités de résolution de problèmes écrits ayant une structure additive simple permettant aux élèves de modéliser des relations entre les quantités faisant évoluer leur raisonnement mathématique. Les enseignants formés dans le cadre de l’expérimentation ont réalisé plusieurs activités de manipulation, modélisation et résolution avec les élèves, ce qui leur assure une meilleure réussite dans la résolution des problèmes. Notre analyse rétrospective de l’ensemble des interventions expérimentales réalisées nous a permis de clarifier certains éléments théoriques à considérer dans le développement du raisonnement algébrique chez les élèves.
Mots-clés :
- enseignement des mathématiques,
- pensée algébrique,
- résolution de problèmes,
- mathématiques au primaire
Abstract
This article presents a retrospective analysis of an experiment conducted with students 6–8 years old in Quebec over a three-year period. Inspired by the works of Davydov, we designed written problem-solving activities with a simple additive structure to enable students to model relationships between quantities and help them develop their mathematical reasoning. The teachers trained in the context of this experiment held several manipulation, modelling and solving activities with the students to give them a better chance at successful problem-solving. Our retrospective analysis of the experimental interventions during this initiative helps clarify certain theoretical elements to take into account when it comes to developing algebraic reasoning in students.
Keywords:
- mathematics instruction,
- algebraic thinking,
- problem solving,
- mathematics in primary school
Resumen
Presentamos un análisis retrospectivo de una experiencia realizada durante tres años con alumnos de entre 6 y 8 años en Quebec. Inspirados por los trabajos de Davydov, concebimos actividades de resolución de problemas que tenían una estructura aditiva simple, permitiendo a los alumnos modelizar relaciones entre las cantidades y así hacer evolucionar su razonamiento matemático. Los profesores formados en el marco de esta experiencia realizaron varias actividades de manipulación, modelización y resolución con los alumnos, lo que les permitía alcanzar mayor éxito en la resolución de problemas. Nuestro análisis retrospectivo del conjunto de intervenciones experimentales realizadas nos ha permitido aclarar ciertos elementos teóricos a considerar en el desarrollo del razonamiento algebraico de los alumnos.
Palabras clave:
- enseñanza de las matemáticas,
- pensamiento algebraico,
- resolución de problemas,
- matemáticas en primaria
Appendices
Bibliographie
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