Effets d’un dispositif d’aide à la résolution de problèmes géométriques : un exemple avec les programmes de construction

EMILIE MARI, KARINE MILLON-FAURÉ, TERESA ASSUDE

Abstract

Working with a small group of pupils on a problem-solving task before it is presented to the whole class is not a common way of dealing with mathematical difficulties. We conducted an experiment in a French primary school in order to study the impact of a small group intervention on the student’s learning, and on their topos i.e. their capacity to play the role as any other student during the whole class lesson. We have observed positive effects on both, under certain conditions.

Keywords

Support system, small group learning, geometry, problem-solving

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DOI: https://doi.org/10.26220/une.3090

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Educational Journal of the University of Patras UNESCO Chair | ISSN: 2241-9152 | Department of Educational Sciences and Early Childhood Education University of Patras

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