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首页> 外文学位 >Acculturation institutionnelle du chercheur, de l'enseignant et des eleves de 1re secondaire presentant des difficultes d'apprentissage dans la conception et la gestion de situations-problemes impliquant des nombres rationnels.
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Acculturation institutionnelle du chercheur, de l'enseignant et des eleves de 1re secondaire presentant des difficultes d'apprentissage dans la conception et la gestion de situations-problemes impliquant des nombres rationnels.

机译：研究人员，教师和初中学生的机构适应在涉及有理数的问题态势的概念和管理方面存在学习困难。

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摘要

Our research looks at how grade seven students with learning disabilities deal with rational numbers. Several studies have shown the biggest hurdle facing teachers and researchers is to avoid getting into the vicious cycle of minimizing the issues related to learning rational numbers and learning opportunities of students with a learning disability, which results in students not having the chance to test their knowledge, not taking the risk of becoming involved in their knowledge construction process and not appreciating the impact of their cognitive engagements.;In order to address this challenge, we integrated complex situations. Taking an acculturation approach, we found the ecological model to be a fitting tool to consider a "de-transposition/re-transportation didactique" (Antibi and Brousseau, 2000) and to rebuild a hope-filled memory (Brousseau et Centeno, 1998).;The aim of our research was to: 1) characterize changes in the institutional acculturation processes of the teacher, the researcher and the students as well as their effects on developing and managing teaching situations and 2) identify changes in students' knowledge of, habits related to and relationship with rational numbers.;Our own six-month classroom integration allowed us to appreciate the effects of the acculturation process. We noted significant changes in the topogenesis and chronogenesis of knowledge (Mercier, 1995). Initially, the teacher used the following approach: she presented the material and the steps the students would need to do; the students took notes they would then refer to when doing exercises and solving problems. The teacher would subsequently modify this approach by presenting problems that would allow students to bring together the different knowledge they had acquired, thus reconstructing the knowledge they could refer to when making course notes. The students could refer to these notes when completing subsequent exercises. We were also able to observe the effects of integrating various representations of rational numbers on the advancement of didactical timelines (Mercier, 1995) as well as the changes in students' relationship with and habits related to rational numbers (Bourdieu, 1980). These changes manifested themselves in several ways: a) a noticeable effort during complex situations; b) the use of mathematical methods that took into account the numerical data sets and the relationship between these sets of data; c) the appearance of "unusual" behaviours [e.g. coordination of different semiotic registers, using additive/multiplicative operations and non-conventional writing]. Similar behaviours have been observed in several studies conducted on students who did not show signs of learning disabilities (Moss et Case, 1999). Our findings support the obvious importance of considering students with learning disabilities as being mathematically competent, as highlighted by Empson (2003) and Houssart (2002). We feel it is important to note that work done on the representation of rational numbers provided a particularly fertile niche for work on rational numbers, an essential element of knowledge, that would allow students to experience a more harmonious learning process.;Keywords (max 10): Mathematics education, teaching rational numbers, grade seven students, learning disabilities, ecological approach
机译：我们的研究着眼于学习障碍的七年级学生如何处理有理数。几项研究表明，教师和研究人员面临的最大障碍是避免陷入使学习有障碍学生的学习有理数和学习机会相关问题最小化的恶性循环，这导致学生没有机会测试他们的知识，不要冒险参与他们的知识构建过程，也不要欣赏他们的认知活动的影响。；为了应对这一挑战，我们整合了复杂的情况。采取一种文化适应的方法，我们发现生态模型是考虑“反转置/再运输的事实”的合适工具（Antibi and Brousseau，2000）并重建充满希望的记忆（Brousseau et Centeno，1998）。 。;我们研究的目的是：1）表征教师，研究人员和学生在制度适应过程中的变化，以及它们对发展和管理教学状况的影响； 2）识别学生对知识的了解的变化，与有理数相关的习惯以及与有理数的关系。；我们自己为期六个月的课堂整合，使我们能够欣赏文化适应过程的影响。我们注意到知识的拓扑发生和年代发生的显着变化（Mercier，1995）。最初，老师使用以下方法：她介绍了学生需要做的材料和步骤；学生记笔记，然后在进行练习和解决问题时会参考。随后，教师将通过提出一些问题来修改这种方法，使学生能够将他们所学到的不同知识汇集在一起​​，从而重建他们在做笔记时可以参考的知识。在完成后续练习时，学生可以参考这些笔记。我们还能够观察到整合有理数的各种表示形式对教学时间轴发展的影响（Mercier，1995），以及学生与有理数的关系和习惯的变化（Bourdieu，1980）。这些变化以几种方式表现出来：a）在复杂情况下的显着努力； b）使用考虑了数值数据集以及这些数据集之间的关系的数学方法； c）出现“异常”行为[例如使用加法/乘法运算和非常规书写来协调不同符号符号的寄存器]。在对没有显示学习障碍迹象的学生进行的几项研究中，也观察到了类似的行为（Moss等，1999）。正如Empson（2003）和Houssart（2002）所强调的那样，我们的发现支持将学习障碍学生视为具有数学能力的明显重要性。我们感到很重要的一点是，关于有理数表示的工作为有理数的工作提供了特别肥沃的利基，这是知识的基本要素，可以使学生体验更和谐的学习过程。 ）：数学教育，有理数教学，七年级学生，学习障碍，生态学方法

著录项

  • 作者

    Lessard, Genevieve.;

  • 作者单位

    Universite de Montreal (Canada).;

  • 授予单位 Universite de Montreal (Canada).;
  • 学科 Education Mathematics.;Education Special.;Education Curriculum and Instruction.
  • 学位 Ph.D.
  • 年度 2011
  • 页码 618 p.
  • 总页数 618
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 肿瘤学;
  • 关键词

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