arXiv subjects
Publications and source records attributed to Magali Hersant.
Elementary school students sometimes exhibit deplorable behaviors when faced with arithmetic problems. These behaviors may result from certain teaching practices and could be mitigated by a few actions that are relatively easy to implement in the classroom. We propose four avenues focusing on the choice and formulation of problems and the clarification of elements of the didactical contract.
In this article, we identify the didactic conditions for learning mathematics in kindergarten. To do so, we rely on the framework of the theory of didactic situations (Brousseau, 1998) and the notion of problem-situation (Douady, 1984). We first explain what constitutes for us the stakes of teaching mathematics in kindergarten and then, based on examples, we highlight the conditions related to the stakes of the pupils' activity, to the characteristics of the situations proposed to the pupils and to the teacher's interventions.