Apprendre à résoudre des problèmes en favorisant la construction d’une représentation alternative chez des élèves scolarisés en éducation prioritaire |
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Authors: | S Gamo S Nogry E Sander |
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Institution: | 1. EMACS Research Unit, University of Luxembourg, Campus Kirchberg, 6, rue Richard-Coudenhove-Kalergi, 1359 Luxembourg, Luxembourg;2. Laboratoire paragraphe, université Cergy-Pontoise, ZAC des Barbanniers, avenue Marcel-Paul, 92230 Gennevilliers, France;3. Laboratoire paragraphe et UFR de psychologie, université Paris 8, 93526 Saint-Denis, France |
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Abstract: | In arithmetic problems solving, the representation of the problem spontaneously induced by the content of the statement is not always compatible with the solving strategy. This study evaluates a learning approach designed to lead pupils to build an alternative representation to the one spontaneously induced. In this paper, we evaluate the efficiency of this learning approach with children with learning difficulties enrolled in a priority education network. This learning by semantic recoding is a process based on an analogy between the problems and a comparison of strategies. The results show that after learning, the pupils built alternative representations. |
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Keywords: | Ré solution de problè mes arithmé tiques Transfert analogique Effet de contenu Apprentissage É lè ves en difficulté s |
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