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Artículos

Vol. 21 No 2 (2018): Juillet

TRAYECTORIA DE APRENDIZAJE DE LA LONGITUD Y SU MEDIDA COMO INSTRUMENTO CONCEPTUAL USADO POR FUTUROS PROFESORES

DOI
https://doi.org/10.12802/relime.18.2124
Soumis
novembre 4, 2022
Publiée
2018-06-25

Résumé

L'objectif de ce travail est de caractériser l'utilisation d'un parcours d'apprentissage de la longueur et sa mesure comme instrument conceptuel pour favoriser l'acquisition de la compétence pédagogique "regard professionnel" sur la pensée mathématique des enfants. 64 élèves de la filière éducatrice de la petite enfance ayant suivi un module d'enseignement y ont participé. Ce module s'est articulé autour d'un parcours d'apprentissage sur la durée et sa mesure, afin que les futurs enseignants puissent s'en servir comme instrument conceptuel pour décrire et interpréter les réponses des enfants d'âge préscolaire à des situations d'enseignement-apprentissage (premier schéma d'action instrumentale) et proposer des tâches basées sur la compréhension inférée (deuxième schéma d'action instrumentale). Les résultats montrent qu'il y a des étudiants qui se préparent à être enseignants qui ne développent aucun schéma d'action instrumental, et d'autres développent le premier schéma et certains, les deux ; ceci atteste de l'acquisition de la compétence susmentionnée.

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