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Logo Revista Latinoamericana de Investigación en Matemática Educativa

Artículo Especial

Vol. 13 No 4(II) (2010): Número Especial /Diciembre

LA RELACIÓN DEL COMPORTAMIENTO DEL PROFESOR CON EL AVANCE COGNITIVO DE LOS ESTUDIANTES AL INTRODUCIR UN SOFTWARE EDUCATIVO EN EL AULA

Soumis
décembre 26, 2023
Publiée
2010-06-23

Résumé

La première partie de cet article est constituée par une brève étude visant à exposer les avantages qui voient le jour à partir du moment où sont utilisés, dans la salle de cours d'une école primaire, un ordinateur, un projecteur et un logiciel informatique conçu à partir de principes didactiques clairement fondés. Mais le thème principal de cet article aborde néanmoins essentiellement les rapports entre le type de comportement adopté par le professeur et les avancées cognitives de ses élèves dans la salle de cours lorsqu'il évolue dans une telle conjoncture pédagogique. Les résultats révèlent que les modes d'instruction et d' interaction de l'enseignant exercent une forte influence. Cette étude les identifie d'ailleurs comme des facteurs critiques dans le processus d'enseignement-apprentissage pour tout type de modèle pédagogique. D'autre part, le comportement de l'enseignant reflète, dans une grande mesure, ses « Connaissances en Mathématiques à des fins Pédagogiques » (un amalgame entre contenu et pédagogie) et la forme dont ils utilisent ces dernières en cours. Aussi peut-on affirmer finalement que les connaissances de l'enseignant constituent l'aspect essentiel qu'il faut prioritairement prendre en compte si l'on souhaite que l'éducation progresse de manière significative.

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