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Communication dans un congrès Année : 1990

Content and process: the case of teaching written calculation at primary school

Résumé

This paper discusses reseach still in progress supported by the Swiss National Fund for Scientific Research, no 11-25448-88, entitled : L'étude des algorithmes de calculs dans la transmission et la constitution des connaissances numériques, conducted by J.Brun, F. Conne, and R. Schubauer, of University of Geneva, and J. Retschitzki, of University of Fribourg. By this presentation, we want to study the case of teaching written calculation, and try to answer to the two questions inscribed in this topic area: - How does the content affect the process of teaching? - How do pedagogical and curricular knowledge relate to each other? We shall limit ourselves to the classical teaching of elementary arithmetic. Our first task will be to define what can be considered as a CONTENT of this teaching. Shall we take into account the aims of curriculum, or what teaching books content (in the french-speaking part of Switzerland, there is an official methodological book for teaching maths, imposed to primary teachers), or, which is different, the mathematical knowledge of teachers? That discussion leads to answer at the two questions mentioned above. We shall treat the following main points: 1. Though written calculation is a traditional object of teaching, we must consider it more as a didactical object than as a mathematical one. 2. Trying to make it modern, new pedagogy? Perhaps, but also new epistemological point of view. 3. Twenty years after, the point of situation: mathematical or pedagogical resistances? This presentation will be based on the analyse of teaching handbooks. Our research, still in progress, will confront this analysis with two others, concerning more precisely pupils productions, and teachers representations.
Première relation la recherche que nous avons menée à propos de l’enseignement de la division écrite. Analyse de manuels, et comparaison avec ce que proposait Condorcet il y a deux cents ans. Cette comparaison et le peu de changements apparents nécessitent l’examen des fondements épistémologiques (largement implicites) des manuels. A ce propos, reprise de l’analyse de l’évolution des manuels inaugurée dans 1989 « L’articulation des contenus et des moyens et leur double nature … ». Les conclusions de cette communication se voient confirmées en 1996 avec la sortie des nouveaux manuels de l’école primaire en suisse romande.
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halshs-04263882, version 1 (29-10-2023)

Licence

Paternité - Pas de modifications - CC BY 4.0

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  • HAL Id : halshs-04263882 , version 1

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François Conne, Jean Brun. Content and process: the case of teaching written calculation at primary school. Symposium on Effective and Responsible Teaching, Sep 1990, Fribourg, Switzerland. ⟨halshs-04263882⟩

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