ror.org/049jtt335
Abstracts
Résumé
Cette étude vise à évaluer l’effet d’une intervention portant sur l’enseignement des inférences sur l’habileté de résolution de problèmes écrits mathématiques et la compréhension en lecture des élèves. À cette fin, nous avons utilisé une approche quantitative à devis quasi expérimental. L’échantillon est composé de 253 élèves de quatrième année du primaire provenant de six écoles du Québec. Les analyses montrent que les élèves du groupe expérimental ont un meilleur rendement en résolution de problèmes écrits mathématiques à la suite de l’intervention que les élèves du groupe témoin. Les résultats indiquent que l’enseignement des inférences est une voie d’intervention à considérer pour développer les habiletés en résolution de problèmes mathématiques et les habiletés en lecture.
Mots-clés :
- mathématiques,
- résolution de problèmes écrits,
- compréhension en lecture,
- inférences,
- enseignement primaire
Abstract
A teaching approach about how to make inferences was developed and tested to study its effects on students’ word problem-solving skills and reading comprehension. To achieve our objective, a quasi-experimental design, with both control and experimental groups, was chosen. A total of 253 fourth graders (9-10 years old) from six different schools in the province of Quebec were involved in the project. Data showed that after the intervention the experimental group improved its performance in word problem-solving more than the control group. The results suggest that teaching inferences in a specific way can help students develop their word problem-solving skills and reading comprehension skills.
Keywords:
- mathematics,
- word problem solving,
- reading comprehension,
- inferences,
- primary education
Resumen
Nuestro estudio se propone evaluar el efecto de una intervención sobre la enseñanza de las inferencias en la habilidad de resolución de problemas matemáticos escritos y en la comprensión en lectura de los alumnos. Para ello, se utilizó un enfoque cuantitativo con enfoque cuasi experimental, con una muestra de 253 alumnos de cuarto año de primaria de seis escuelas en Quebec. Los análisis muestran que los alumnos del grupo experimental, tras la intervención, tuvieron un mejor rendimiento en resolución de problemas matemáticos escritos que los alumnos del grupo testigo. Los resultados indican que la enseñanza de inferencias es una vía de intervención a considerar para desarrollar las habilidades en resolución de problemas matemáticos y las habilidades en lectura.
Palabras clave:
- matemáticas,
- resolución de problemas escritos,
- comprensión en lectura,
- inferencias,
- enseñanza primaria
Appendices
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