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La numération décimale à l'école primaire. Une ingénierie didactique pour le développement d'une ressource.

Abstract : This thesis studies the consideration of the decimal principle of the numeration during the introduction of the numbers superior to one thousand, in the third year of primary school. Supported by the theories of ATD (Anthropological Theory of Didactic) and TDS (Theory of Didactic Situation), we built at first a mathematical reference organization and a fundamental situation of the numeration, to study the various stages of the didactic transposition. A first result is the report of a lack of consideration of the decimal principle of the numeration of position in textbooks and current programs as well as in classrooms. Our study continues by the determination of conditions which should verify a resource which would help the teachers to improve the consideration of this principle. We use the methodology of didactic engineering for the development of a resource: develop a first version, analyze its use by teachers, adapt it in a second version, ... (cycles design/use). The results of the study concern the relevance of the situations (staged by the fundamental situation) and of their description to the teachers. They allow to envisage possible modifications for a more effective resource. The study also allows to specify the difficulties of the children and to collect information on the ordinary teachers' practices.
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https://tel.archives-ouvertes.fr/tel-00921691
Contributor : Frédérick Tempier <>
Submitted on : Thursday, December 26, 2013 - 8:06:39 AM
Last modification on : Monday, November 30, 2020 - 3:11:06 PM
Long-term archiving on: : Wednesday, March 26, 2014 - 10:10:25 PM

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  • HAL Id : tel-00921691, version 1

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Frédérick Tempier. La numération décimale à l'école primaire. Une ingénierie didactique pour le développement d'une ressource.. Education. Université Paris-Diderot - Paris VII, 2013. Français. ⟨tel-00921691⟩

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