This paper aims to describe the different geometrical working spaces related to curricula implemented in primary and secondary schools in Quebec, those which are assumed in the textbooks and classes, and that upon which a good number of teachers in early formation stages rely. It results from these different investigations that the distinction between GWS in primary and secondary schools is not clearly explicit. They seem to be based upon a parceled Geometry GII (GII/GI) but learners can succeed when working in a personal GWS proximate to an assumed Geometry (GI/gII). It stems from this report that the primary school teachers in formation function in a personal GWS close or identical to that of the primary school student. Thus, the challenge that the teacher formation early courses on didactics face is to take the prospective teachers to a personal GWS distinct from that of their future pupils.
You may also start an advanced similarity search for this article.
