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Letteratura scientifica selezionata sul tema "Algèbre – Étude et enseignement (primaire)"
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Articoli di riviste sul tema "Algèbre – Étude et enseignement (primaire)"
Beaumier, France, e Ghyslain Parent. "Utilisation des stratégies d’apprentissage pour développer, par l’expérimentation, un sentiment d’efficacité personnelle chez les futurs enseignants". Études, n. 18-19 (9 luglio 2012): 133–48. http://dx.doi.org/10.7202/1010303ar.
Testo completoGroleau, Audrey, e Chantal Pouliot. "Points de vue d’étudiantes du collégial sur leurs expériences d’apprentissage de la physique et sur leur éventuelle pratique d’enseignement". Éducation et francophonie 39, n. 1 (27 giugno 2011): 183–200. http://dx.doi.org/10.7202/1004336ar.
Testo completoRoy, Jean A. "Enseigner les sciences de la nature au primaire : perspective de l’enseignant". Articles 16, n. 2 (19 novembre 2009): 185–205. http://dx.doi.org/10.7202/900660ar.
Testo completoLebrun, Nicole, e Serge Berthelot. "Utilisation d’un système expert pour l’apprentissage de concepts de nature heuristique en sciences humaines au primaire". Articles 19, n. 3 (10 ottobre 2007): 463–82. http://dx.doi.org/10.7202/031642ar.
Testo completoMelançon, Joanie, Sonia Lefebvre e Stéphane Thibodeau. "Sources d’influence de l’autoefficacité relative à un enseignement intégrant les TIC chez des enseignants du primaire". Éducation et francophonie 41, n. 1 (3 aprile 2013): 70–93. http://dx.doi.org/10.7202/1015060ar.
Testo completoBara, Florence, e Marie-France Morin. "Est-il nécessaire d’enseigner l’écriture script en première année ? Les effets du style d’écriture sur le lien lecture/écriture". Nouveaux cahiers de la recherche en éducation 12, n. 2 (30 luglio 2013): 149–60. http://dx.doi.org/10.7202/1017456ar.
Testo completoPelletier, Marie-Andrée. "La gestion des émotions face aux situations stressantes à l’école : les finissants stagiaires en éducation préscolaire et enseignement primaire se sentent-ils prêts?" Éducation et francophonie 43, n. 2 (14 gennaio 2016): 201–18. http://dx.doi.org/10.7202/1034492ar.
Testo completoBoraita, Fanny, e Géry Marcoux. "Adaptation et validation d’échelles concernant les croyances des futurs enseignants et leurs connaissances des recherches à propos du redoublement". Mesure et évaluation en éducation 36, n. 1 (22 aprile 2014): 49–81. http://dx.doi.org/10.7202/1024465ar.
Testo completoEstrella, Soledad, e Patricia Estrella. "Representaciones de datos en estadística: de listas a tablas". Revista Chilena de Educación Matemática 12, n. 1 (20 aprile 2020): 21–34. http://dx.doi.org/10.46219/rechiem.v12i1.20.
Testo completoMAARFIA, Nabila, e Meriem BOUZIT. "Modalité gestuelle et enseignement/ apprentissage du français à l'école primaire". FRANCISOLA 4, n. 1 (1 ottobre 2019). http://dx.doi.org/10.17509/francisola.v4i1.20337.
Testo completoTesi sul tema "Algèbre – Étude et enseignement (primaire)"
Broin, Dominique. "Arithmétique et algèbre élémentaires scolaires". Bordeaux 1, 2002. http://www.theses.fr/2002BOR12478.
Testo completoPeiffert-Sebillotte, Elisabeth. "Acculturation scripturale au primaire". Metz, 2003. http://docnum.univ-lorraine.fr/public/UPV-M/Theses/2003/Peiffert_Sebillotte.Elisabeth.LMZ0315_1.pdf.
Testo completoThis research should be considered as a way to objectivate the process of child's scriptural acculturation. History and anthropology make depict writing as a matrix of social, cognitive and identitary order. This theoretical reference background provides criteria for the observation of school writing situations in primary school. The analysis of these situations shows that the first writing learning implies and generates cultural behaviours wich are in opposition with writing acquisition. An in-depth analysis of Department of Education's Official Texts shows that this observations are to be connected with the lack of official meaning about daily practice of writing. The analysis of discussions between teachers brings teacher's writing representations to light and a strong school tradition attached to writing learning which hinder the objectivation of school writing practices. The work opens research directions for didactic of writing
Douaire, Jacques. "Analyse didactique des processus de preuve dans le domaine numérique au cycle 3 de l'école primaire". Paris 7, 2006. http://www.theses.fr/2006PA070034.
Testo completoThe object of this research is the development of proving in the pupils' productions when they resolve arithmetical problems at the end of primary school (9-11 years old). The experimentation was carried out for several years through the elaboration of a didactical engineering in schools situated in defavorised areas. Three axes are chosen : the pupils' argumentations and proofs, the nature of problems, the didactical situations' variables and teachers' management of collective moments. The theorical part of this research is based upon the theory of didactical situations, and on works about proof and argumentation, especially Balacheff and Duval's ones. It allows an analysis of proofs during the primary school : exhaustive proofs, counterexamples and reasoning laid upon knowings. The construction of a new typology of proofs, after the experimentation, allows us to analysis the productions of proofs and their evolutions (concerning proceedings, properties and justifications). A comparative analysis of two sequences, about a same problem, at the beginning and at the end of the elaboration of a situation, shows the importance of the formulation moments. The analysis of the leading by the teacher of collective moments in ordinary teaching sequences precises the relation between favorable linguistic and socials pratics and thé proving process. It asks the gestion of institutionalization in this kind of situations
Erdogan, Abdulkadir. "Le diagnostic de l'aide à l'étude, en mathématiques : analyse didactique des difficultés relatives à l'algèbre et aux fonctions en seconde". Paris 7, 2006. http://www.theses.fr/2006PA070037.
Testo completoThis thesis focuses on the autonomous study, i. E. On the autonomous part of work which returns to the pupils' responsabilities in the acquisition of knowledges aimed by the school (learning of the lesson, exercises, homework, revision, preparation of examination, etc. ), and on the conditions under which the didactic System places, de facto, this work. From the hypothesis that the autonomous study poses specifically didactic problems and from our preliminary statement that the help to the study proves to be problematic, we are led to engage a thorough research on the precise nature of this work, on its stakes and on the conditions of its functioning, in the specified case of mathematics. We tackle these questions under the angle of the diagnosis, regarded as a preliminary and necessary step to any proposition of remediation and improvement. The thesis concerns the 10th grade, a class of transition as well according to of the contents of teaching as the stakes of the schooling, and it is centered on the algebraic and functional part of the curriculum. By developing a tool of analysis and interpretation around the concept of "mathematical site" that we introduce, and by analyzing in a crossed way several types of data relative to four classes (official texts, textbooks, observations of teaching, pupils' exam papers, questionnaire, individual interviews with pupils and teachers), the thesis leads to identify elements of diagnosis to reconsider the organization of the curriculum, the didactic situations of study and to imagine what could be a relevant help to study
Froger, Norbert. "Ecriture et hypermédia". Nantes, 2002. http://www.theses.fr/2002NANT3020.
Testo completoLearning how to write a story requires to solve problems with intrigue building procedures while taking into account the features of the characters and the world running right through the text. From the process consisting in modeling different possible interactions among multiple theoretical approaches, the proposed didactic proceeding relies on building a world of fiction to think the story. The project of writing is based on three modules, each one being a constituent of an object of learning. The elaboration of a hypermedia, putting together texts and pictures about the surrounding world of the story, leads upstream to a help to the writing process and downstream to a resource to rewrite. To operationnalize the approach, we cross didactic models with the three defined dimensions in order to describe the problems to be solved by the story writing, in both the building process and the staking of text. The analysis of an experiment led in six forms of cycle III in elementary schools, indicates that progress is realized but can also reveal significant differences between student groups according to the way the subjects of study have been led. Three variables interact: the didactic culture, the instrumental culture and the culture of the paper. The multimedia device appears as a help but its effects vary according to the singular problem solving adopted by each pupil. Each teacher appropriates the didactic proceeding also in his own way. The tracked down variables lead to different instrumentation from the computer tool and from the didactic one. The transformation of the pragmatic knowledges Iconceived through actions, into knowledges about the way teacher deals with the learning process needs to be thought about and would help to think a professional didactic of the writing useful for teacher training. Keywords Writing, rewriting, multimedia, hypermedia, didactics of the writing, computer, problem solving, teacher training
Lesur, Eric. "Partenariat, jeux de pouvoir et identités : étude de l'espace professionnel en classes passerelles". Lille 3, 2009. http://www.theses.fr/2009LIL30053.
Testo completoTo answer in his hushed up, who are to allow the social and professional incorporation of all young persons besides giving knowledges, the school must now integrate with implements within which the shutter education often occupies a central place. Initiated to face up a situation of crisis, and often decreed as a kind of urgent state, this policies try to put in synergy the group of institutional means. This partnership of institutions is translated by a strong injunction in " to make together" for the agents being supposed in actions wanted ground this policies. Breast of their respective organizations and in his new space of correlations that is the instructive partnership, the actors have a margin of self-government and their objectives can sometimes be in conflict with those of the system. By supposing that this freedom expresses itself through strategies structured by games of power, it will be a question of putting in contact these strategies and analysing the systems of actions which are built a part of instructive partnerships to put in an obvious place their rationality by bringing closer to them to processes of building/reconstruction of identity. By putting in parallel the professional groups of the teachers and the social workers, they realize that although coming from the same social field of education it is about two worlds in very different characteristics. Determined difference lets think that as part of this actions of collaboration, they will be able to see expressing themselves all ambivalence of term partnership and develop so much controversial qsituations as collaboration
Chung, Shiow-Ying. "Étude comparative des manuels de lecture à Tai͏̈wan et en République populaire de Chine : les méthodes d'enseignement du chinois dans le primaire". Paris 7, 1993. http://www.theses.fr/1993PA070094.
Testo completoAfter 1949, the teaching of reading has followed two different directions on each side of the taiwan's strait. In the r. P. C. , it has concentrated itself upon the training of the writing ability, whereas in taiwan, it has aimed at developing the children's taste for reading. The first chapter of the present thesis analyses and compares the aims and scopes of the syllabi of 1978 and 1986 in the p. R. C. , and of 1975 and 1992 in taiwan. The second chapter respectively studies the compiling methods and the morral themes of the textbooks. The third chapter deals with the different methods of teaching reading, that is through the intensive learning of caracters int the p. R. C. , and through the training of actual reading with the zhuyin fuhao in taiwan. The fourth chapter shows how the training of reading comprehension and other linguistic abilities with the different kinds and contents of exercices fosters a passive attitude in the p. R. C. , and an active one in taiwan. Lastly, in the fifth chapter, the analysis of the results of an essay given to school children in both beijing and taipei confirms ou hypothesis of the relative elitism of the teaching methods used to teach reading in
Gobert, Sophie. "Questions de didactique liées aux rapports entre la géométrie et l'espace sensible, dans le cadre de l'enseignement à l'école élémentaire". Paris 7, 2001. http://www.theses.fr/2001PA070040.
Testo completoThe study deals didactic questions about the links between geometry and sensitive space, in the context of elementary school teaching. In the first part we present the framework of "didactic situations" focusing on the notions of "milieu" and "fundamental situation". It then defines different problematics that characterise our relations with space and geometry. This will support the subsequent analysis. The second part is a deepening of the recollection on the use of drawings in geometry, relying on the notions of "geometric problematic" and "modelling problematic" introduced by M. H. Salin and R. Berthelot. In the third part, we develop the notion of "ostension" and identify some elements allowing to master it as a didactic process. The two themes used to support and illustrate our study are patterns of solids and axial symmetry. The fourth part gives account of an experimentation carried out at elementary school. This experimentation studies a "fundamental situation" about geometry as space modelling. Some patterns of interactions between pupils and the "milieu" are pointed out and used to carry on the reflection about the design of didactic situations. The whole research shows that "practical problematic" cannot be ignored at this school level and that the teaching must rely on this fact in order to allow pupils to enter into the geometric problematic or modelling problematic. The "mastered ostension" can then be used, in a learning situation to favour the "devolution" of a "milieu" allowing validation through geometric knowledge
Boule, François. "Performances et démarches de calcul mental au cycle III éléments pour une pédagogie du calcul mental". Dijon, 1997. http://www.theses.fr/1997DIJOL022.
Testo completoThis thesis deals with the experimental study of mental arithmetic behaviours - additive or subtractive-on children between 8 and 11. It first sets out syllabus and instructions in French schools over the last century and then cognitive patterns of elementary arithmetic. The purpose of the tests assigned in 1995 and 1996 was to talk over the patterns and to analyse the arithmetic processes inventoried. The thesis shows two progresses strongly correlated between 9 and 11-year-old pupils. One relates to time limits for answers and the other to success rates. The operations assigned are thus classified ans a level-headed series of exercices usable for tests can then be concocted. However, experimental data show that cognitive patterns put forward for simple operations (operator with one digit) cannot apply to more complex operators. The thesis suggests a method of analysis and classification of the mistakes, which would make it possible to represent more than two thirds of the mistakes spotted. It puts forward the hypothesis of a representation of the processes which can be submitted to an simple classification. Several signs are created in order to characterise the operations and then personal behaviours while dealing with these operations (relative delay, stability, diversity. . . ) Nevertheless, theses signs are slightly correlated between themselves with a measure of mnesic span. Thus, the ambition of assessment of arithmetic processes in term of "cognitive cost" is likely to clash with a theoretical but strong hurdle. When a tentative of training takes place during a short period of time (around 5 weeks) and makes use of several methods, the resulting effect is weak. Therefore, a longer delay would be necessary for a significant evolution which would result from a deliberate educational choice. As a conclusion, the thesis suggests tools to correct the mistakes and to elaborate arithmetic strategies
Hubert, Blandine. "Etude des relations entre capacités d'autorégulation, compétences sociales et acquisitions scolaires dans la transition école maternelle/école élémentaire". Nantes, 2015. http://www.theses.fr/2015NANT3026.
Testo completoThis doctoral dissertation aimed to investigate the relationships between self-regulation, social skills and the academic achievement. Three studies were conducted from a longitudinal sample following 138 children from nursery school to first Grade. The first study contributed to the validation of The Head-Toes- Knees- Shoulders task (Cameron Ponitz et al. , 2009) assessing the inhibitory control and the child behavior rating scale (Bronson et al. , 1990) filled by teachers informing us on a child’s learning related skills and interpersonal relationships. In the second study, we examined the joint effects of executive control and learning related skills to the explanation of academic achievement. The resultants revealed only verbal working memory assessed in nursery school predicted both performance in words recognition and mathematics assessed in first Grade and the learning related skills didn’t mediate the relationship between executive control and academic achievement. The third study revealed that inhibitory control helped to explain social skills and social skills didn’t mediate the association between executive control and academic achievement. The results confirm the findings of international literature and highlight the important role played by self-regulatory skills in academic achievement and social skills. The implications for early prevention of learning difficulties and the development of social skills are considered
Libri sul tema "Algèbre – Étude et enseignement (primaire)"
Ontario. Le curriculum de l'Ontario de la 1re à la 8e année: Enseignement religieux pour les écoles catholiques de langue française. Toronto, Ont: Imprimeur de la Reine, 2007.
Cerca il testo completoOntario. Le curriculum de l'Ontario de la 1re à la 8e année: Enseignement religieux pour les écoles catholiques de langue française. Toronto, Ont: Imprimeur de la Reine, 1999.
Cerca il testo completoOntario. Le curriculum de l'Ontario de la 1re à la 8e année: Sciences et technologie. Toronto, Ont: Imprimeur de la Reine, 1998.
Cerca il testo completoOntario. Le curriculum de l'Ontario de la 1re à la 8e année: Éducation physique et santé. Toronto, Ont: Imprimeur de la Reine, 1998.
Cerca il testo completoOntario. Le curriculum de l'Ontario de la 1re à la 8e année: Français. Toronto, Ont: Imprimeur de la Reine, 2006.
Cerca il testo completoOntario. Le curriculum de l'Ontario de la 1re à la 8e année: Français. Toronto, Ont: Imprimeur de la Reine, 1997.
Cerca il testo completoOntario. Le curriculum de l'Ontario de la 1re à la 8e année: Mathématiques. Toronto, Ont: Imprimeur de la Reine, 2005.
Cerca il testo completoOntario. Le curriculum de l'Ontario de la 1re à la 8e année: Actualisation linguistique en français et perfectionnement du français. Toronto, Ont: Imprimeur de la Reine, 2002.
Cerca il testo completoLire et écrire: En première année...et pour le reste de sa vie. Montréal, Qué: Éditions de la Chenelière, 2002.
Cerca il testo completo1953-, Hamel Jean-Claude, e Lemay Steeve 1967-, a cura di. Clicmaths: Mathématiques au primaire, 3e cycle du primaire. Laval, Québec: Éditions HRW, 2003.
Cerca il testo completo