Résumés
Résumé
Le jeu de faire semblant constitue un contexte favorable pour saisir des opportunités d’enseignement-apprentissage mathématiques. Ceci peut aussi se faire en dehors de l’activité de jeu de faire semblant ; lors de discussions collectives appelées réunions. Dans cet article, nous analysons les évènements mathématiques discutés ainsi que les comportements verbaux productifs mobilisés par des enseignantes et leurs élèves de 5 ans durant des réunions visant à saisir des opportunités d’enseignement-apprentissage mathématiques. Les résultats montrent que les enseignantes et les élèves mobilisent une grande variété de comportements verbaux productifs durant les réunions. Leur mobilisation pour évoquer des évènements mathématiques et non mathématiques diffèrent entre les enseignantes et les élèves. Les résultats soulignent que les réunions constituent une activité durant laquelle les enseignantes et les élèves mobilisent des comportements verbaux productifs pour saisir l’opportunité d’élaborer une réflexion sur des évènements mathématiques en lien avec une activité de jeu de faire semblant.
Mots-clés :
- jeu de faire semblant,
- réunions,
- interactions,
- comportement verbal,
- mathématiques
Abstract
Pretend play constitutes a relevant context to seize mathematical teaching opportunities. The seizing of mathematical teaching opportunities can also take place outside of a pretend play activity; during group discussions called Collective Play-Related Thinking (CPRT). Mathematical events and productive verbal behaviors of teachers and 5 years-old students during CPRT are analyzed. Results show that across the four CPRT, teachers and students use a large variety of productive verbal behaviors. Their use to refer to mathematical events and non-mathematical events differ between teachers and students. Taken together, results highlight that, during a CPRT, teachers and students use productive verbal behaviors to seize the opportunity to reflect on mathematical events associated with a pretend play activity.
Keywords:
- pretend play,
- collective play-related thinking,
- interactions,
- verbal behavior,
- mathematics
Resumen
El juego simbólico constituye un contexto favorable para aprovechar las oportunidades de enseñanza-aprendizaje matemático. Esto también se puede hacer fuera de la actividad de juego imaginativo; durante discusiones colectivas llamadas reuniones. En este artículo, analizamos los eventos matemáticos discutidos, así como los comportamientos verbales productivos movilizados por los profesores y sus alumnos de 5 años durante reuniones destinadas a aprovechar las oportunidades de enseñanza-aprendizaje matemático. Los resultados muestran que profesores y estudiantes movilizan una amplia variedad de comportamientos verbales productivos durante las reuniones. Su movilización para evocar eventos matemáticos y no matemáticos difiere entre profesores y estudiantes. Los resultados destacan que las reuniones constituyen una actividad durante la cual profesores y estudiantes movilizan conductas verbales productivas para aprovechar la oportunidad de desarrollar una reflexión sobre eventos matemáticos vinculados a una actividad de juego de simulación.
Palabras clave:
- juego de simulación,
- reuniones,
- interacciones,
- comportamiento verbal,
- matemáticas
Parties annexes
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