ERIC Number: ED476806
Record Type: RIE
Publication Date: 2003
Regard pluriel sur l'enseignement et l'apprentissage des mathematiques a l'ecole primaire.
Lopez, Lucie Mottier
The texts gathered in this document come from work done in the framework of two postgraduate courses at the Faculte des Sciences de l'Education, Geneva: (1) "Learning: Meta-cognitive et socio-cognitive dimensions" course; and (2) "Didactical analysis of the interactions in class: Case study of mathematics at school" course. The problematics dealt more particularly with the field of teaching and learning mathematics. The first text presents the key-concepts of the participation of social and community practices developed by the prospect of learning in situation. The second text is in keeping with the theoretical framework of French-speaking mathematical didactics, especially in the theory of didactical situation. On the basis of the protocols of the verbal interactions during two poolings and on the basis of pupils' written traces, the didactical interactions between teacher and pupils are analyzed. (KHR)
Descriptors: Cognitive Development, Concept Formation, Elementary Secondary Education, Foreign Countries, Learning Theories, Mathematics Instruction
IRDP, Faubourg de l'Hopital 43, Case postale 54, CH-2007 Neuchatel 7, Switzerland. Tel: 41-0-32-889-86-14; Fax: 41-0-32-889-69-71; Web site: http://www.irdp.ch.
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Institut de Recherche et de Documentation Pedagogique, Neuchatel (Switzerland).