Assessment practices in elementary school mathematics: two research-training devices (notice n° 158278)
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| fixed length control field | 01950cam a2200337 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250112032112.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Blanchouin, Aline |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Assessment practices in elementary school mathematics: two research-training devices |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2022.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 31 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | The aim of this article is to examine the singularity of two research-training devices, both of which are part of the same LéA (i.e. group of associated educational institutions). We examine the tension between epistemic (producing research results) and pragmatic (participating in professional development and producing resources for training) aims. These devices are presented in the general economy of the EvalNumC2 LéA, and then each of them is described in terms of the theoretical framework that underlies its architecture. The first device concerns an approach in mathematics didactics, and the second device concerns the analysis of the work of a multi-skilled teacher. They are then compared with respect to 1) the object of investigation common to the concerns of the researchers and the teachers (the evaluation of students’ mathematical knowledge), 2) the groups’ tools that are used and 3) the modes of collaboration that exist between each actors. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | school teachers |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | teaching scheme |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | mathematics |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | digital learning |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | evaluation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | LéA |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | school teachers |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | teaching scheme |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | mathematics |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | digital learning |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | evaluation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | LéA |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Grapin, Nadine |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Mounier, Éric |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Sayac, Nathalie |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Education & didactique | 16 | 1 | 2022-05-05 | p. 67-86 | 1956-3485 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/journal-education-et-didactique-2022-1-page-67?lang=en">https://shs.cairn.info/journal-education-et-didactique-2022-1-page-67?lang=en</a> |
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