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Débats sociocognitifs étayés : étude de l'effet d'un dispositif d'aide aux élèves en difficulté en mathématiques au cycle 3 dans le cadre des activités pédagogiques complémentaires

Abstract : This research will examine the effects of an aid scheme for pupils with learning difficulties in elementary school through a system called APC (complementary pedagogical activities).The hypothesis is that it is possible to switch from a support scheme to a real aid scheme to help pupils with learning difficulties, by enabling them to put into words the activities they carry on, with a view to allowing them to realize and reuse effective procedures in regular classroom activities.The scheme that we propose is to organize sociocognitive debates between pupils. The teacher scaffolds the debates by assuming the role of a mediator. These debates are aimed at pupils from grade 3 to grade 5 and focus on solving mathematical problems related to the notion of proportionality.The methodology of this action-research leans on an experimental approach. This approach will be completed with differed observations of the class sessions thanks to videos and with interviews with the teachers of the concerned classes.The debates having been held and besides the progress observed as far as the pupils are concerned, the results of the study demonstrate a strengthening of the pupils’ motivational dynamics and a more important commitment to ordinary classroom activities.
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https://tel.archives-ouvertes.fr/tel-01698070
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Submitted on : Wednesday, January 31, 2018 - 6:06:06 PM
Last modification on : Wednesday, October 14, 2020 - 3:35:42 AM
Long-term archiving on: : Friday, May 25, 2018 - 5:58:46 PM

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  • HAL Id : tel-01698070, version 1

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Pierre Émery. Débats sociocognitifs étayés : étude de l'effet d'un dispositif d'aide aux élèves en difficulté en mathématiques au cycle 3 dans le cadre des activités pédagogiques complémentaires. Education. Normandie Université, 2017. Français. ⟨NNT : 2017NORMR065⟩. ⟨tel-01698070⟩

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