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Une analyse de l'enseignement de la numération. Vers de nouvelles pistes.

Abstract : Though a good deal of research has been written already concerning the acquisition or teaching of ‎written positional notation, difficulties do persist for pupils in early school years. Written multidigit ‎number cannot be reduced to a simple transcription of spoken expression: actually it implies and ‎conveys a new body of mathematical knowledge, which has to be mastered. In French school, that ‎question arises in primary first year - cours préparatoire or CP, 6-7 years old. When entering CP, ‎pupils initially regard numbers, in essence, according to the spoken designation they're now familiar ‎with - a designation they generally associate with one-by-one numbering activities. Class dynamics ‎demand that the teacher build mediations which cannot ignore the pupil's preexisting knowledge. Yet ‎the teaching should eventually present numbers without naming them: so how can we deal with the ‎spoken number when teaching numeration ? Can we consider it as a useful tool, and not as an ‎apparent obstacle to abstraction? Throughout this work, we investigate the underlying mathematical ‎foundations to cover the various strategies available to the teacher. We review the current state of ‎research, and describe the recurring difficulties still encountered by pupils in primary years. We ‎comment on different approaches in use within the French School system, through the analysis of ‎school texts and reporting of actual class experimentations. Then we offer revisions in the teaching of ‎numeration - from which we derive new perspectives in practice.‎
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Submitted on : Monday, July 8, 2013 - 4:06:55 PM
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  • HAL Id : tel-00550721, version 3

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Eric Mounier. Une analyse de l'enseignement de la numération. Vers de nouvelles pistes.. Mathématiques [math]. Université Paris-Diderot - Paris VII, 2010. Français. ⟨tel-00550721v3⟩

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