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首页> 外文OA文献 >AUTOUR DU CONCEPT DE FRACTION À l'ECOLE PRIMAIRE EN FRANCE : Étude exploratoire des significations de la fraction au travers des manuels scolaires, des représentations et des connaissances des élèves de cycle III.
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AUTOUR DU CONCEPT DE FRACTION À l'ECOLE PRIMAIRE EN FRANCE : Étude exploratoire des significations de la fraction au travers des manuels scolaires, des représentations et des connaissances des élèves de cycle III.

机译：围绕法国小学部分分数的概念：通过教科书，第三周期学生的表示形式和知识对分数的含义进行探索性研究。

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摘要

This study concerns the fraction mathematical concept, mainly in its teaching-learning in the cycle 3 of French primary school. This concept is often difficult to be understood by pupils; it is formally introduced in the CM1 class of the cycle 3 in primary school.The object of this research was, firstly, the study of fractions’ teaching. To do that, we analyzed learning situations that offer activities bearing on fractions in five math textbooks of CM1 and five math textbooks of CM2, all from the same collection ; the goal is to know the different meanings of the fraction present in these books.In a second time, the object of this research was to find out what pupils remain after they studied fractions. For that, a sample of 275 subjects, 160 from CM1 and 115 from CM2, answered to a written questionnaire bearing on fractions. The goal is to study conceptions and representations that pupils have in respect of the concept of fraction, particularly in respect of different meanings of fraction given by these pupils.In a third time, we wanted to know the opinions of a few teachers about the way in which they approach fractions at school. To do that, 8 teachers among the 12 teachers of the classes concerned participated in the study.The analysis conducted on the books was made with the help of an analysis grid; the results of this analysis point out that the activities or learning situations offered in selected books are not equally distributed between the various meanings of fraction.Moreover, the most present meanings of fraction in CM1 books through the activities analyzed are respectively the following: Part of a whole, Measurement and Number; in CM2 books, the most present meanings are respectively the following: Number, Part of a whole and Measurement. However, the activities related to the other meanings are generally present, but with a reduced frequency.To treat fractions’ learning by pupils, the analysis was made around of the knowledge and the representations of the pupils of CM1 and CM2 relative to different meanings of fraction. This analysis, performed on the pupils' answers on the questionnaire, shows that the meaning of fraction the most used by the students of CM1 and CM2, is that of Part of a whole (continuous quantity). The meanings Number, Measure, Part of a whole (discrete quantity) and Number on a number line are present in pupils' answers. However, the other meanings are those who are the less used by the pupils. Moreover, in regards to the manifested meanings of fraction, pupils of both school levels do not differ much. Finally, our study shows that pupils use the most fraction’s meanings found in books. It gives us a light on the subject of the influence of fractions’ teaching in pupils’ training.To know the epistemological and pedagogical conceptions of teachers in their approach to fraction’s teaching, we built the data by a sample survey with 8 teachers. The answers were analyzed using two perspectives, pedagogic and mathematic. For the pedagogical character analysis, a grid was built around the privileged modes of representation by the teachers and around the respective roles reserved to teacher and pupils. In parallel, we verified the mathematical value of the answers provided by the teachers. To introduce the concept of fraction, the teachers say that they give a large place to concrete or graphical representations. Also, the teachers have an important role throughout teaching and learning approaches.
机译：这项研究涉及分数数学概念，主要是在法国小学第3周期的教学中。这个概念通常很难被学生理解。它是在小学3周期的CM1班级中正式引入的。本研究的目的首先是对分数的教学进行研究。为此，我们分析了学习情境，这些情境提供了与来自同一集合的五本CM1数学教科书和五本CM2数学教科书中的分数有关的活动；目的是要了解这些书中存在的分数的不同含义。第二次，本研究的目的是找出小学生学习分数后还剩下什么。为此，对275名受试者的样本（来自CM1的160名和来自CM2的115名）进行了回答有关分数的书面问卷。目的是研究小学生关于分数概念的概念和表示，特别是关于这些学生给出的分数的不同含义。第三次，我们想了解一些老师对方法的看法他们在学校学习分数。为此，相关班级的12名教师中有8名教师参加了研究。在书本上进行的分析是在分析网格的帮助下进行的。分析结果表明，所选书中提供的活动或学习情况在分数的各种含义之间分布不均。此外，通过分析活动，CM1书籍中分数的最当前含义分别为：整体，度量和数量；在CM2书籍中，最常用的含义分别是：数字，整数部分和度量。但是，通常存在与其他含义相关的活动，但频率降低了。为了处理小学生的学习分数，围绕CM1和CM2的小学生关于知识的不同含义的知识和表示进行了分析。分数。对学生在问卷上的答案进行的分析表明，CM1和CM2的学生最常使用的分数的含义是整数部分（连续量）的含义。学生的答案中包含数字，度量，整数部分（离散量）和数字行中的数字的含义。但是，其他含义是那些较少被学生使用的含义。此外，关于分数的明显含义，两个学校水平的学生相差不大。最后，我们的研究表明，学生使用书本中发现的大部分含义。它使我们了解了分数教学对学生培训的影响。要了解教师在分数教学方法中的认识论和教学观念，我们通过对8位教师的抽样调查来建立数据。答案是从教学和数学两个角度进行分析的。为了进行教学性格分析，围绕教师的特权代表模式以及教师和学生各自保留的角色建立了一个网格。同时，我们验证了老师提供的答案的数学价值。为了介绍分数的概念，老师说他们在具体或图形表示中留出很大的空间。此外，教师在整个教学方法中也起着重要作用。

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    ALAHMADATI ABDUL AZIZ;

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