A COOPERATIVE ENGINEERING IN ACTION: PROBLEM POSING AND SOLVING

被引：0

作者：

Athias, Francine ^{[1
]}

Le Brun, Sophie Joffredo ^{[2
]}

Morellato, Mireille

Lerbour, Olivier ^{[3
]}

Douarin, Florence ^{[4
]}

Poilpot, Sophie ^{[5
]}

Martinotti, Angelique ^{[6
]}

Journal, Catherine ^{[7
]}

Henri, Anne ^{[7
]}

Quilio, Serge ^{[7
]}

机构：

[1] Univ Franche Comte, Besancon, France

[2] Catholic Univ West, Angers, France

[3] Univ Cote Azur, Chateaugiron Landry Primary Sch, Nice, France

[4] Univ West Brittan, Guillev Primary Sch, Bristol, England

[5] Univ West Brittan, Francois Rouxel Primary Sch, Bristol, England

[6] Univ West Brittany, Francois Mistral Primary Sch, Brest, France

[7] Univ Cote Azur, Nice, France

来源：

PERSPECTIVA EDUCACIONAL | 2024年 / 63卷 / 03期

关键词：

Posing and solving problem; primary school; cooperative engineering; representations; imitation; EXAMPLE;

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

In this paper, we present results of a work between researchers and teachers within a cooperative engineering framework. This is the initial phase of a research program that involves writing and implementing a sequence for posing and solving problems for pupils aged 7 to 9 (2nd and 3rd grade) over a two-year period. The engineering process aims to understand and improve the teaching sequence, with the goal of enhancing both understanding and effectiveness. We will examine the result of the work of this group during this initial phase of the research. The sequence aims to link problem posing and problem solving. As a result we share the relationship in cooperative engineering as a relationship of inquiry about the knowledge to be taught and also about the practices for teaching this knowledge. Based on these initial results, we present some perspectives for the next steps of this research.

引用

页码：63 / 93

页数：31

共 38 条

[1]

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[2]

Boero P., 2007, Theorems in school: from history, epistemology and cognition to classroom practice, DOI DOI 10.1163/9789087901691009

[3]

Brandom R. B., 1994, MAKING IT EXPLICIT R

[4]

Brousseau G., 2004, Revue des sciences de l'education, VXXX, P241