L'enseignement en tant que supervision d'un environnement dynamique : une analyse de situations-problèmes de mathématiques

Abstract : Most of current classroom observation methods view instructional settings as static (i.e., any event is the consequence of the only previous one). Here we consider instructional situations a dynamic environment supervision, the meaning of each event being grounded within the episode in which it occurs. We reanalyze in this framework a 41 mathematical problem solving situations corpus (primary school level). We used a statistical method closely related to factorial analysis, which accounts semantic similarity between two events or episodes within an instructional sequence. Results show that most of the episodes can be sorted according to their instructional goal (problem stating, searching, or correcting), without any beforehand matching between episodes and events.
Complete list of metadatas

Cited literature [12 references]  Display  Hide  Download

https://hal.archives-ouvertes.fr/hal-00321424
Contributor : Philippe Dessus <>
Submitted on : Sunday, September 14, 2008 - 5:29:48 PM
Last modification on : Sunday, December 2, 2018 - 4:56:05 PM
Long-term archiving on : Friday, June 4, 2010 - 11:19:57 AM

File

arse05-1.pdf
Files produced by the author(s)

Identifiers

  • HAL Id : hal-00321424, version 1

Collections

Citation

Philippe Dessus, Eric Allègre, Jean-Jacques Maurice. L'enseignement en tant que supervision d'un environnement dynamique : une analyse de situations-problèmes de mathématiques. L'Année de la Recherche en Sciences de l'Éducation, 2005, pp.149-162. ⟨hal-00321424⟩

Share

Metrics

Record views

419

Files downloads

241