Des ateliers mathématiques dans les classes : manipuler et jouer pour apprendre
(EN)
ROBIN, ROZENN
RIOU-AZOU, GWENAËLLE
POISARD, CAROLINE
LE GUEN, PHILIPPE
VALDIVIESO, FRANÇOISE
This paper provides some considerations about the notions of manipulations and games for teaching and learning mathematics. First, we discuss the notion of manipulation in the classroom in relation to the nature of mathematical activity. Then, we present different practices of classroom play as well as elements of analysis of mathematical knowledge and classroom sessions. Finally, we propose an example of a game implemented at the end of primary school to work on calculation. We analyse this example of a mathematical workshop in terms of manipulation, play, analysis of mathematical knowledge and the course of the classroom sessions.
(EN)
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Mathematics education, registers of semiotic representation, a priori analysis, devolution process, institutionnalisation process
(EN)
