Supporting mathematical problem posing through representations - Université de Franche-Comté Accéder directement au contenu
Proceedings/Recueil Des Communications Année : 2023

Supporting mathematical problem posing through representations

Résumé

In this paper we show how problem posing can be organized in the classroom. The decisions were made in a team of teachers and researchers: to use mathematical representations, to choose worked examples and to elaborate a tool called repertoire-instrument. Thus problem posing can be based on concrete representations, on the one hand, and on worked examples on the other. This case study focuses on a dialogue between a teacher and a student. The results concern the potentialities and effects of this device in the implementation in a class. The study is intended to be continued, with statistical analyses of the students' performance and qualitative analyses of the practices implemented.

Domaines

Education
Fichier non déposé

Dates et versions

hal-04387409 , version 1 (11-01-2024)

Identifiants

  • HAL Id : hal-04387409 , version 1

Citer

Francine Athias, Gérard Sensevy. Supporting mathematical problem posing through representations. Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023, pp.1094-1097, 2023. ⟨hal-04387409⟩
8 Consultations
0 Téléchargements

Partager

Gmail Facebook X LinkedIn More