La pensée est un geste Comment analyser la forme opératoire de la connaissance (notice n° 243485)
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| fixed length control field | 03870cam a2200313 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250112065835.0 |
| 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 | Vergnaud, Gérard |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | La pensée est un geste Comment analyser la forme opératoire de la connaissance |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2011.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 72 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | RésuméL’activité en situation est un moyen essentiel d’étudier la pensée et son évolution au cours du développement, ainsi que les différences entre individus. Ceci est vrai pour les domaines les plus sophistiqués de la connaissance, y compris les mathématiques. Un exemple simple est le dénombrement, qui demande à l’enfant de respecter une bonne correspondance entre les objets et trois catégories de gestes : le regard, la voix (l’énonciation des mots-nombres), le pointage des objets avec l’avant-bras, la main et le doigt. Le corps, ce n’est pas le cerveau seulement ! Même la cardinalisation s’exprime d’abord par une manière de prononcer différemment le dernier mot-nombre. D’autres exemples concernent le traitement de problèmes de proportionnalité, ou certaines erreurs de raisonnement dans des situations apparemment simples d’addition et de soustraction. Le concept de schème est incontournable. Une conséquence théorique importante est que la représentation, faite de composantes qui interviennent souvent ensemble dans le mouvement de la pensée (conscience, formes langagières et symboliques, catégories utilisées pour prélever l’information pertinente), est aussi constituée de schèmes. La représentation n’est en effet ni une bibliothèque, ni un dictionnaire mais une instance éminemment active. Les schèmes sont alors une composante première de la représentation, et le couple théorique fondamental de la psychologie est le couple situation/schème. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Thinking is a gesture: How to analyze the operational form of knowledge?The study of activity in situations is an essential way to understand what thinking consists of, and how it develops; also to understand individual differences. This is true for all domains of knowledge, including mathematics. A very simple example is the scheme of counting objects: it requires a one to one correspondence between the objects to be counted and three different categories of gestures: looking sequentially at the objects, enunciating the corresponding number-words, pointing at the objects with the arm, the hand, and the finger. The body is more than the brain. Even the cardinal of the set is first expressed by a different pronunciation of the last number-word. Other examples are given, concerning proportional reasoning, also errors in apparently simple situations of addition and subtraction. The concept of scheme, as an organisation of activity for a certain class of situations, cannot be overlooked. An important theoretical consequence is that representation, not only is made of different ingredients, that work together in the movement of thinking (consciousness, linguistic and symbolic shapes, categories to grasp the relevant pieces of information), but also of schemes. Representation is neither a dictionary nor a library only, but a very active and effective function. Schemes are therefore a primitive and prototypical component of representation. The dual relationship scheme-situation is a fundamental root of psychology. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | représentation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | mathématiques |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | schème |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | situation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | activité |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | geste |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | gesture |
| 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 | representation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | situation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | scheme |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | activity |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Enfance | 1 | 1 | 2011-03-01 | p. 37-48 | 0013-7545 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-enfance2-2011-1-page-37?lang=fr">https://shs.cairn.info/revue-enfance2-2011-1-page-37?lang=fr</a> |
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