Les pratiques d'enseignement en mathématiques : une analyse de l'enseignement de la résolution de problèmes ayant une structure additive chez les élèves du primaire
|Authors:||Oval-Soto, Carmen Paz|
|Advisor:||Oliveira, Izabella; DeBlois, Lucie|
|Abstract:||In this study, we sought to better understand the way that problem solving practices must be taught during math class in primary school. The understanding of this issue comes from the need for consideration of the various components that are involved in this practice, and from the planning of the effective actions that the teacher guides must take into account in class. To achieve this goal, we analyzed the activity of four teachers of second grade classes during two sessions concerning the teaching problem solving with an additive structure. The observations were supplemented by interviews with each teacher (before and after teaching). In-depth analysis, for each case, classroom sessions and interviews helped to highlight the different characteristics of teaching problem solving when considering practices that underlay them (which guide the planning and classroom practice), showing the consistency of this practice. Analysis of class sessions also allowed highlighting the fact that although education teachers' conceptions are not quite the same, we noted that teaching strategies are considered similar in real action in the classroom, around different tasks. Finally, the characteristics that emerge from the analysis of these four different practices around the teaching of problem solving come to illuminate the role of the teacher in learning problem solving by students and that those teachers consider being important to learn.|
|Document Type:||Thèse de doctorat|
|Open Access Date:||19 April 2018|
|Collection:||Thèses et mémoires|
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