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Aider les élèves " peu performants " en mathématiques à l'école primaire : quelles actions des professeurs ? : étude in situ de professeurs des écoles de classes " ordinaires " et de maîtres spécialisés à dominante pédagogique

Abstract : The aim of this thesis is to better understand the action, in mathematics, of elementary school teachers for pupils showing learning difficulties. These teachers work in two areas, some in an ordinary form, the others, are working in a specialized team that deals with less ability pupils. These teachers, labelled E, in France (centered on pedagogy) set up small groups occasionnaly for less performing kids only. The achived methodology tries to meet the questions and needs put for ward by this investigation. It widely uses an empirical material based on the transcript of lessons and interviews with six teachers (3 in an ordinary class, 3 in a specialized team). The comparative approach is also taken into account in this thesis. We analyse and compare the empirical material following different levels and taken concepts from the didactics of mathematics. We thus use a strategy of confrontation between theoretical models and in situ action. That methodology is at first qualitative, but it finds its originality by mixing quantitative analysis (via a questionnaire-scenario answered by 41 ordinary school teachers and 47 specialized teachers) which enables us to have an increase in generality
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https://tel.archives-ouvertes.fr/tel-00199152
Contributor : Gaid Thirion <>
Submitted on : Tuesday, December 18, 2007 - 3:22:55 PM
Last modification on : Friday, September 25, 2020 - 3:35:52 AM
Long-term archiving on: : Monday, April 12, 2010 - 8:21:44 AM

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  • HAL Id : tel-00199152, version 1

Citation

Marie Toullec-Thery. Aider les élèves " peu performants " en mathématiques à l'école primaire : quelles actions des professeurs ? : étude in situ de professeurs des écoles de classes " ordinaires " et de maîtres spécialisés à dominante pédagogique. Education. Université Rennes 2, 2006. Français. ⟨tel-00199152⟩

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