| 000 | 01714cam a2200289 4500500 | ||
|---|---|---|---|
| 005 | 20250112054000.0 | ||
| 041 | _afre | ||
| 042 | _adc | ||
| 100 | 1 | 0 |
_aVilette, Bruno _eauthor |
| 700 | 1 | 0 |
_a Fischer, Jean-Paul _eauthor |
| 700 | 1 | 0 |
_a Sander, Emmanuel _eauthor |
| 700 | 1 | 0 |
_a Sensevy, Gérard _eauthor |
| 700 | 1 | 0 |
_a Quilio, Serge _eauthor |
| 700 | 1 | 0 |
_a Richard, Jean-François _eauthor |
| 245 | 0 | 0 | _aCan we improve the teaching and learning of arithmetic during first grade? The ACE program |
| 260 | _c2019. | ||
| 500 | _a55 | ||
| 520 | _aThis paper assesses the effects of the ACE (Arithmétique et Compréhension à l’École élémentaire) teaching program implemented in 58 experimental classes at first grade level (priority and regular education) for teaching arithmetic. The results of the assessment at the beginning and the end of the school year show a stronger improvement in the experimental classes than in the 49 control classes. They also show that this improvement is significantly higher in priority classes than in regular classes. These effects do not appear to be reducible to methodological artifacts (Hawthorne effect, type of assessment items, mode of response) and allow us to consider the generalization and the transfer of the essential elements of this mathematic curriculum to higher grades. | ||
| 690 | _alearning outcome | ||
| 690 | _alearning | ||
| 690 | _amathematics | ||
| 690 | _aprimary education | ||
| 690 | _apriority area | ||
| 690 | _aproblem solving | ||
| 786 | 0 | _nRevue française de pédagogie | o 201 | 4 | 2019-05-27 | p. 105-120 | 0556-7807 | |
| 856 | 4 | 1 | _uhttps://shs.cairn.info/journal-revue-francaise-de-pedagogie-2017-4-page-105?lang=en |
| 999 |
_c212652 _d212652 |
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