| 000 | 01732cam a2200289 4500500 | ||
|---|---|---|---|
| 005 | 20250112032208.0 | ||
| 041 | _afre | ||
| 042 | _adc | ||
| 100 | 1 | 0 |
_aMillon-Fauré, Karine _eauthor |
| 700 | 1 | 0 |
_a Theis, Laurent _eauthor |
| 700 | 1 | 0 |
_a Assude, Teresa _eauthor |
| 700 | 1 | 0 |
_a Koudogbo, Jeanne _eauthor |
| 700 | 1 | 0 |
_a Tambone, Jeannette _eauthor |
| 700 | 1 | 0 |
_a Morin, Marie-Pier _eauthor |
| 245 | 0 | 0 | _aComparison of the implementations of a support method in different contexts |
| 260 | _c2019. | ||
| 500 | _a11 | ||
| 520 | _aDuring a collaborative research project (Bednarz 2013) conducted with teachers from a Quebec elementary school (Theis et al. 2014), we worked on developing and implementing support methods for preparing students who are struggling with mathematics for the following whole class session. By relying on the “triplet des genèses” (Sensevy, Mercier, and Schubauer-Leoni 2000), we modeled three functions of this support method: a mesogenetic function, a chronogenetic function, and a topogenetic function. Our question was whether it would be possible to encourage other teachers to use this method while preserving these functions. To do this, we studied its implementation by a teacher who had not participated in the design of this method and we compared it to the implementations observed during our collaborative research. | ||
| 690 | _acollaborative research | ||
| 690 | _atopogenesis | ||
| 690 | _achronogenesis | ||
| 690 | _amathematics | ||
| 690 | _asupportsystems | ||
| 690 | _amesogenesis | ||
| 786 | 0 | _nEducation & didactique | 12 | 3 | 2019-04-08 | p. 43-64 | 1956-3485 | |
| 856 | 4 | 1 | _uhttps://shs.cairn.info/journal-education-et-didactique-2018-3-page-43?lang=en |
| 999 |
_c158674 _d158674 |
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