Le comptage oral en tant que pratique verbale : un rôle ambivalent dans le progrès des enfants

Abstract

The ambiguous role of counting outloud in the development of numerical knowledge of children aged 2 1/2 to 4. Rémi Brissiaud, IUFM de Versailles-Cergy. Often, when counting, young children do not give the last word when responding to a question such as «how many ? ». That makes one doubt whe-ther they actually understand the procedure of counting. The différent interpretations of this phenomenon are analysed, particularly the one upholding that the learning process of denominating quantities by counting outloud encounters a linguistic obstacle. Certain conditions which help to overcome this linguistic obstacle are listed. Finally, it is maintained that this obstacle can be avoided because counting aloud is not the only form of counting that a teacher with a small or medium class at nursery school can use.

Einsatz einer App zur mathematischen Frühförderung - Effekte auf die Entwicklung mathematischer Basiskompetenzen

“…Dieses Konzept stößt mittlerweile auf viel Kritik. Brissiaud (1995) argumentiert mit der engen Kopplung zwischen Zählen und kulturellen Konzepten gegen diese Annahme. Auch Wynn (1992b) und Fuson (1988) (Hasemann, Gasteiger & Padberg, 2014).…”