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Artículos

Vol. 25 No 3 (2022): Novembre

ANTICIPACIÓN DE ESTRATEGIAS DE RESOLUCIÓN DE PROBLEMAS DE DIVISIÓN-MEDIDA CON FRACCIONES MEDIANTE UNA PROGRESIÓN DE APRENDIZAJE

DOI
https://doi.org/10.12802/relime.22.2532
Soumis
juin 20, 2023
Publiée
2023-06-21

Résumé

Le but de cette recherche est de caractériser comment lesfuturs professeurs des écoles, une année après une expérienced’enseignement, reconnaissent différentes étapes de progressiondifférents quand ils anticipent des stratégies de résolution deproblèmes de division-mesure avec des fractions employées parles élèves du Primaire. Les 41 participants étaient au septième semestre des études pour devenir professeurs d’Éducation Primaire (huit semestres) au cours de l’année académique 2018-2019, une année après une expérience d’enseignement.L’analyse a pris en compte le type de stratégies utilisées et sielles mettaient en évidence l’idée de progression. Les résultats montrent trois catégories face à l’usage de l’idée de progression: a)L’idée de progression n’est pas utilisée; (b) on utilise partiellementl’idée de progression; (c) on utilise l’idée de progression. Malgrésa difficulté, il est possible de commencer à développer l’idée deprogression quand on anticipe des stratégies lors de la formationde futurs professeurs.

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