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Erreurs arithmétiques des élèves et interventions de l'enseignant débutant : une analyse didactique en termes de schèmes
| Content Provider | Semantic Scholar |
|---|---|
| Author | Normandeau, Marie-Pierre |
| Copyright Year | 2010 |
| Abstract | Rooted in the Didactic of Mathematics' field, this thesis looks into the practice of three new teachers. Free from the constraints and pressures associated with the teacher training context, these subjects take on a new role in their first year on the job. Among all of the affiliated responsibilities are those related to the teaching of arithmetic and, more specifically, the long division algorithm. “Le travail de l'erreur” is the expression used by Portugais (1995) to design error management by the teacher. It includes the diagnosis of errors and the strategies unfurled to help the pupil remedy his/her mistakes. This double task is the object of this study. Combining research methods of observation and interview, we aim to describe error management in a regular elementary class setting. We delineate situations where our subjects identify and intervene on errors made by students during the arithmetic procedure. We examine how these two activities are coordinated, by documenting the novice teachers choices, decisions and actions. We focus on the organization of their conduct throughout the different situations. A theoretical framework based on the “conceptual field theory” or “théorie des champs conceptuels” (Vergnaud, 1991) enables us to reveal the implicit teaching knowledge comprised in the behavior adopted by the young professionals. This analysis reveals the dynamics of piagetian assimilation/ accommodation mechanisms. It also gives us evidence of the conceptualizing process underlying teacher conduct. We utilize the concept of “scheme” to better understand this cognitive activity. We propose the existence of “le schème du travail de l'erreur” and aim to specify his nature and function. This allows us to describe the conceptual structure, which shapes and organizes the novice's ability to manage errors in their pupil's calculation of written divisions. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://papyrus.bib.umontreal.ca/xmlui/bitstream/handle/1866/4270/Normandeau_Marie-Pierre_2010_these.pdf?isAllowed=y&sequence=4 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
