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Showing results 41 to 45 of 45
   Rôle de la nature des variables dans la résolution de problèmes additifs complexes, L’Année PsychologiqueGamo, Sylvie  ; ; in Année Psychologique (L') (2011), 111 The assumption underlying the present study is that the nature of the variable involved in an arithmetical problem in which there are several solving strategies influences the construction of the ... [more ▼] The assumption underlying the present study is that the nature of the variable involved in an arithmetical problem in which there are several solving strategies influences the construction of the representation and might force the strategy used hiding the possibilities to become aware of others and influence the performance. An experiment was carried out among 4th and 5th grade pupils who had to solve isomorphic problems in which two solving strategies can be admitted withWeight, Height and Duration variables. The results showed that the spontaneous implementation of these strategies and the performance depended on the nature of the variable involved in the problem. Implications of these results for educational purposes are discussed. [less ▲] Detailed reference viewed: 142 (2 UL)Transfer of strategy use by semantic recoding in arithmetic problem solvingGamo, Sylvie ; ; in Learning and Instruction (2010), 20 Transfer of strategies between problems sharing the same formal structure is facilitated by a semantic recoding that makes evident the structural similarities between the problems. Two experiments were ... [more ▼] Transfer of strategies between problems sharing the same formal structure is facilitated by a semantic recoding that makes evident the structural similarities between the problems. Two experiments were carried out among 4th and 5th grade pupils, with an experimental group trained to compare strategies in order to reinterpret an arithmetic word problem so that the calculations are consistent with the interpretation, and a control group. The experimental group in Experiment 1 improved significantly by choosing the alternative strategy in problems different from those used in training but no significant progress was observed in the control group. Experiment 2 showed that the improvement observed in the experimental group could not be attributed to the fact that children only learned to use a superficial rule. These results support the idea that the activity of problem re-representation may be a crucial step in mathematization. [less ▲] Detailed reference viewed: 145 (4 UL)Le calcul mental à l'école élémentaire : Les bases du calcul nécessaires à l'apprentissage des mathématiquesGamo, Sylvie ; Book published by Hachette - Hachette édication (2009) Detailed reference viewed: 145 (10 UL)La résolution de problèmes au cycle 2Gamo, Sylvie Book published by Bordas - collection enseigner aujourd'hui (2007) Detailed reference viewed: 104 (0 UL)Résolution de problèmes, cycle 3Gamo, Sylvie Book published by Bordas - Pratique pédagogique (2002) Detailed reference viewed: 87 (1 UL) |
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