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Titolo:
REPRESENTATION OF SITUATIONS INVOLVING CHANGES SEQUENCE - A DIDACTIC INTERDISCIPLINARY INTERVENTION
Autore:
BEDNARZ N; GARNIER C;
Indirizzi:
UNIV QUEBEC,CTR INTERDISCIPLINAIRE RECH APPRENTISSAGE & DEV EDUC,CP 8888 MONTREAL H3C 3P8 QUEBEC CANADA
Titolo Testata:
European journal of psychology of education
fascicolo: 2, volume: 8, anno: 1993,
pagine: 135 - 149
SICI:
0256-2928(1993)8:2<135:ROSICS>2.0.ZU;2-F
Fonte:
ISI
Lingua:
ENG
Keywords:
ANTICIPATION; CHANGES SEQUENCE; DECENTRATION; MATHEMATICS; REPRESENTATION; SOCIOMOTOR;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Social Sciences Citation Index
Citazioni:
17
Recensione:
Indirizzi per estratti:
Citazione:
N. Bednarz e C. Garnier, "REPRESENTATION OF SITUATIONS INVOLVING CHANGES SEQUENCE - A DIDACTIC INTERDISCIPLINARY INTERVENTION", European journal of psychology of education, 8(2), 1993, pp. 135-149

Abstract

Our previous research, conducted in various fields, demonstrates the obvious difficulties children encounter when they must achieve, in a collective game situation, coordinated motor actions (Garnier 1989) or solve additive problems in mathematics involving changes sequence (Bednarz, Schmidt, & Dufour-Janvier, 1989b; Poirier & Bednarz, 1991a, b). These investigations show the children's extreme centration on the states, and a global non anticipation of the situations that lead them toact punctually and sequentially. The didactic intervention that was developed in view of these difficulties, integrating sociomotor and mathematics activity, aims to develop the cognitive processes of decentration and anticipation on the basis of the resolution of these situations. In the pedagogical approach undertaken on 30 grade three children (8-9 years old), the social actions and interactions played a major part in the development of the aimed processes and in the elaboration ofthe representation of underlying relations to the situations involved(games and problems). A sociomotor examination (collective game) and a written examination in mathematics, carried out before and after theexperiment, show, along with the qualitative analysis achieved duringthe intervention, the evolution of the child faced with the aimed processes.

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Documento generato il 21/09/20 alle ore 01:44:30