Caractérisation des raisonnements des élèves Marocains de 11 à 13 ans dans la résolution de problèmes algébriques

Abouhanifa, Said

doi:10.1051/itmconf/20213901008

Cited by 2 publications

(2 citation statements)

References 7 publications

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“…Several studies have addressed modeling using new technologies (Greefrath et al, 2018;Latifi et al, 2022). As for algebraic thinking, most previous studies have addressed the topic through generalization (Ennassiri et al, 2022;Squalli, 2021;Vlassis et al, 2019) or problem-solving (Abouhanifa, 2021;Adihou, 2020;Moukhliss et al, 2022) by characterizing analycity in students' reasoning. However, studies that discuss algebraic thinking through modeling remain rare.…”

Section: Introductionmentioning

confidence: 99%

The Impact of GeoGebra on Algebraic Modeling Problem-Solving in Moroccan Middle School Students

Moukhliss

Latifi

Ennassiri

et al. 2023

JESR

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The purpose of this research is to study the effectiveness of the process of modeling with GeoGebra in the development of algebraic modeling skills and to measure the impact of this program on students' interest in solving extra-mathematical and intra-mathematical problems. To achieve these objectives, we used the quasi-experimental design, where the research sample is composed of 56 students (aged 13–14 years old). The methodology consists of comparing the modeling process between an experimental group using the GeoGebra environment and a control group in the traditional environment. The results show a statistically significant difference in the students' average scores between the two groups. Generally, the experimental group that adopted GeoGebra scored higher than the other group. Interest in solving algebraic problems was higher for the experimental group. On the contrary, for the control group, students' interest in extra-mathematical problems was lower than their interest in intra-mathematical problems. On the other hand, there was no difference in the experimental group. Received: 14 October 2022 / Accepted: 19 December 2022 / Published: 5 January 2023

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Section: Introductionmentioning

confidence: 99%

The Impact of GeoGebra on Algebraic Modeling Problem-Solving in Moroccan Middle School Students

Moukhliss

Latifi

Ennassiri

et al. 2023

JESR

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“…What is the influence of the modeling process on the algebraic potential of the chosen task? The choice to analyze modeling is since it is considered one of the fundamental intellectual processes that allow the development of algebraic thinking, such as problem-solving (Abouhanifa, 2021;Moukhliss et al, 2022) and generalization (Ennassiri et al, 2022;Squalli, 2021).Our analysis refers essentially to the TAD proposed by Chevallard (1989) and to the praxeological reference model of algebraic thinking (MERPA) proposed by Najar et (2021)adopting the methodology related to analyzing official programs and textbooks used in the work of the OIPA (Squalli, 2020)…”

Section: Introductionmentioning

confidence: 99%

Analysis of the Institutional Relationship of the Modeling Activity in a Moroccan High School Textbook

Ennassiri

Moukhliss²,

Abouhanifa³

et al. 2023

Acad. J. Interdiscip. Stud.

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To identify the institutional relationship to modeling as an element of algebraic thinking, this article aims at analyzing the algebraic potential residing in the modeling activities that appear in the school textbook "Al-Moufid"; referring to the Anthropological Theory of Didactics (TAD) developed by Chevalard(1999) and to the Epistemological Reference Model of Algebraic Thinking (MERPA) proposed by Najar et al.( 2021). This official textbook is for 1st-year secondary Moroccan students (Age 12 to 13), as a level in which the arithmetic-algebra transition is manifested. In this institution, the pedagogical guidelines treat modeling as a skill to be developed in students without making an explicit definition or a link with the development of algebraic thinking. This analysis shows the considerable presence of modeling activities but with insufficient algebraic potential. On the other hand, several proposed modeling activities do not allow students to go completely through the modeling process as described by Chevallard (Chevallard, 1989). Received: 17 October 2022 / Accepted: 29 December 2022 / Published: 5 January 2023

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Caractérisation des raisonnements des élèves Marocains de 11 à 13 ans dans la résolution de problèmes algébriques

Cited by 2 publications

References 7 publications

The Impact of GeoGebra on Algebraic Modeling Problem-Solving in Moroccan Middle School Students

The Impact of GeoGebra on Algebraic Modeling Problem-Solving in Moroccan Middle School Students

Analysis of the Institutional Relationship of the Modeling Activity in a Moroccan High School Textbook

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