Comment les enfants apprennent à calculer

Brissiaud, Rémi

doi:10.14375/np.9782725622323

Cited by 18 publications

(6 citation statements)

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“…In the present study, the focus was primarily on global counting, because it refers more to the understanding of numbers. To gain a better understanding of global counting, relevant research on groupitizing and subitizing (Baroody, 2004;Brissiaud, 2005;Clements, 1999;Clements et al, 2019Dehaene, 2003Houdé, 2004;Schindler et al, 2020, Starkey & Cooper, 1980Starkey and McCandliss, 2014;Wynn, 1992aWynn, , 1992b was consulted. To present the results of this literature review, what it meant by understanding our place value system is first exposed.…”

Section: Number Sense Development: Overview Of Key Studiesmentioning

confidence: 99%

“…show that they understand the meaning of grouping when they can group or ungroup the various units used in the number system, when they can compose and decompose numbers and when they can manipulate them (Brissiaud, 2005).…”

Section: Figurementioning

confidence: 99%

“…According to Brissiaud (2005), children must use two modes of counting: sequential counting, i.e., enumeration, or global visual perception. Furthermore, Twomey and Dolk (2011) state that in order to achieve grouping which is the focus of the present study, students must forget these one-to-one counting strategies.…”

Section: -B Multiplicative Thinkingmentioning

confidence: 99%

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Development of number sense and numeration: a continuum hypothesis

Bisaillon

2023

Journal of Research in Science, Mathematics and Technology Education

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This text focuses on the development of number sense, specifically addressing the challenges associated with understanding the number system, including the connections to and difficulties in early arithmetic learning. It provides a synthesis of the scientific literature related to this development. It concludes by proposing a hypothesis for the development of number sense, associated with the construction of dynamic and pictorial mental representations. This continuum proposes five key phases: perception of small quantities, additive thinking, multiplicative thinking and pre-place value, passage to tens and passage to hundreds and understanding place value.

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Section: Number Sense Development: Overview Of Key Studiesmentioning

confidence: 99%

Section: Figurementioning

confidence: 99%

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Development of number sense and numeration: a continuum hypothesis

Bisaillon

2023

Journal of Research in Science, Mathematics and Technology Education

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“…In short, a number of publications suggest that finger gnosia and FMS somehow contribute to numerical and arithmetic development. These associations make sense in the functionalist hypothesis, which assumes that sensorimotor finger skills support the development of ordinal (i.e., finger counting) and cardinal (i.e., cardinal number gesture) finger-based numerical representations, which in turn promote the development of verbal cardinal knowledge and arithmetic processing (Brissiaud, 2003;Butterworth, 1999). Under this assumption, some specific dimensions of sensorimotor finger skills should be more determinant to the development of finger-based numerical representation and, by extension, to the development of counting, cardinality, and arithmetic.…”

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confidence: 99%

Contribution of finger gnosia and fine motor skills to early numerical and arithmetic abilities: New insights from 3D motion analyses.

Neveu,

Schwartz,

Vossius

et al. 2023

Developmental Psychology

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Finger gnosia and fine motor skills (FMS) are assumed to play a key role in the development of arithmetic abilities, but their contribution to early numerical skills (i.e., enumeration skills and cardinality) has received little attention so far. The purpose of this study was to investigate the predictive value of finger gnosia and FMS to enumeration, cardinal, and arithmetical abilities and how these different dimensions contribute to arithmetic development. Overall, 3-to 5-year-old preschoolers were asked to perform tasks assessing enumeration, cardinality, and early arithmetic, as well as finger gnosia and FMS. FMS, involving either static or dynamic fine finger movement, were examined using 3D motion analyses. Using hierarchical regression, FMS were found to be the best predictor of both cardinality and early arithmetic skills, while finger gnosia did not predict the additional variance of arithmetic performance when FMS and age were considered in the regression model. Moreover, neither finger gnosia nor FMS were significant predictors of enumeration. Mediation analyses indicated that knowledge of the cardinal principle fully mediates the relationship between FMS and arithmetic skills, suggesting that FMS contribute to cardinal principle knowledge development, which would be a gateway to more complex arithmetical processing. Public Significance StatementThis study suggests that fine motor skills contribute to the development of cardinality, which would be a gateway to more complex arithmetic processing.

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“…Dans ce cas, il s'avère que les croyances des étudiants voulant que le processus conventionnel soit plus performant et devrait être enseigné aux élèves dès le début de leur apprentissage, entrent en conflit avec le fait de favoriser l'émergence des stratégies inventées de calcul comme mentionné dans le programme scolaire québécois. Les pratiques pédagogiques dans les milieux scolaires se basent sur des recherches montrant que les stratégies inventées permettent aux élèves d'avoir une meilleure compréhension du concept du nombre et du système décimal(Brissiaud, 2005 ;Fosnot et Dolk, 2010). Dans ce contexte, les interventions de M me Damboise, en tant que didacticienne des mathématiques, consistent principalement à placer les étudiants dans une situation où ils doivent mobiliser des stratégies inventées par eux-mêmes pour faire les différents calculs en vue de réfléchir sur leurs apports et leurs limites.…”

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Expériences d’accompagnement de futurs enseignants ou d’enseignants débutants à différents ordres d’enseignement

Damboise

Fortier²,

Arsenault

et al. 2021

phro

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Lors du symposium n o 14 qui s’est déroulé dans le cadre du 7 e Colloque international en éducation, une table ronde a accueilli cinq intervenantes du domaine de l’éducation provenant de différents ordres d’enseignement. Cette table ronde a constitué une occasion pour échanger sur les enjeux associés à l’arrimage entre les croyances et les pratiques pédagogiques chez le personnel enseignant de différents ordres d’enseignement, tels que relevés par les différentes communications, et de revenir sur des expériences ou dispositifs de formation mis en oeuvre afin de contribuer à l’accompagnement des enseignants à cet égard. Les intervenantes ont partagé leur expérience d’accompagnement de futurs enseignants et d’enseignants débutants faisant ressortir des malaises ressentis par ces derniers qui correspondent à des éléments souvent soulevés par les écrits scientifiques. On note également des processus mis en place, selon les différentes situations, pour favoriser l’insertion professionnelle et l’intégration dans une équipe-école tant par des processus de codéveloppement que des réflexions de groupe ou individuelles sur les connaissances et les conceptions de ces enseignants qui ont été accompagnés. L’analyse de la pratique professionnelle constitue un point focal rapporté par toutes les intervenantes.

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Comment les enfants apprennent à calculer

Cited by 18 publications

References 0 publications

Development of number sense and numeration: a continuum hypothesis

Development of number sense and numeration: a continuum hypothesis

Contribution of finger gnosia and fine motor skills to early numerical and arithmetic abilities: New insights from 3D motion analyses.

Expériences d’accompagnement de futurs enseignants ou d’enseignants débutants à différents ordres d’enseignement

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