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Le développement de la pensée algébrique : quelles différences entre les raisonnements mis en place par les élèves avant et après l'introduction de l'algèbre ?
| Content Provider | Semantic Scholar |
|---|---|
| Author | Demonty, Isabelle Fagnant, Annick Vlassis, Joëlle |
| Copyright Year | 2016 |
| Abstract | A lot of curricula recommend to teach algebra after the students have acquired a deep knowledge in arithmetic. This way of organising the mathematics’ teaching is not in adequacy with the researches focused on algebraic thinking: it’s more a way of reasoning that can be developed before the first learnings of secondary school (Radford, 2014). The communication compares way of thinking by students in the study of “pattern”, before and after the introduction of the algebra. It brings information on the evolution of the algebraic thinking of students from 11 to 14 years old. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://orbi.uliege.be/bitstream/2268/192905/1/EMF2015%20Demonty%20Fagnant%20Vlassis.pdf |
| Alternate Webpage(s) | http://emf.unige.ch/files/7514/6401/7971/EMF2015GT3DEMONTY.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
